Childminder in Milton Keynes

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder helps children feel safe and secure. Children enjoy their time with the childminder and show that they feel settled in her home. They understand the routines of the day and have the confidence to remind the childminder about these. For example, they know when they usually stop for a snack and offer to start getting the table ready for this. The relationships between the childminder and children are easy and relaxed. There is lots of chat and plenty of smiles.

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The provision is good

The childminder wants all children to achieve well. Children have continued to attend throughout the COVID-19 (coronavirus) pandemic and the childminder has continued to plan effectively for their learning. She has continued to support the children to develop their language skills and enjoy stories. The childminder has built on children's fine motor skills by showing them how to hold pencils correctly, and they are now able to draw recognisable pictures. Children concentrate and focus well on their learning.

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The provision is good

Children are well behaved and helpful. They cooperate happily with routines, such as handwashing and helping to lay the table. They show high levels of engagement in what they do. For example, they concentrate hard as they draw and enjoy describing what they are doing. They are very polite and confident around visitors.

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need to do better?

n The childminder is ambitious for all children. She wants them to be ready for the next stage in their learning. The childminder clearly identifies the skills and knowledge that would be most useful for the children to gain next. She focuses her planning and teaching on these areas. Some children attend her setting exclusively before starting school. For these children, she introduces similar routines to those in local nurseries and schools to help them become confident and familiar with such routines. For example, children follow a simple routine at snack time and sit on mats to listen to stories. They listen and respond well to what the childminder asks them to do. n The childminder's curriculum has a strong focus on children's all-round physical development. She ensures there are lots of opportunities for children to develop their coordination and stamina. Children look forward to the time they spend

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need to do better?

outside. The childminder encourages them to run, balance and jump. Children are proud to demonstrate their developing skills, such as how they can balance on one leg. The childminder carefully sequences children's learning. For example, once she is confident children have developed strength and control in their hands and fingers, she shows them how to hold pencils correctly and teaches them to draw representations of people. n The childminder understands the benefit to children of learning to manage a

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need to do better?

14 May 2021 range of self-help skills for themselves. Children have learned how to wash their hands thoroughly. They can find their socks in their bags and put these on themselves. The childminder understands the importance of children being able to manage their own toileting needs. She offers lots of encouragement as children become more independent in this aspect of their development. However, the childminder does not always identify precisely the support that individual children need to fully master this skill. n The childminder observes children as they play and identifies any gaps in their knowledge or skills. She then plans and delivers more structured learning experiences to help fill these gaps. For example, when she observes that children making pretend drinks do not know the sequence to follow to make a cup of tea, she organises an activity to teach this. Children take part eagerly. However, the childminder is not always fully effective at checking back on what

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need to do better?

the children have learned and remembered as the activity draws to a close. n The childminder manages her own workload effectively. She has reviewed the written assessment records she keeps and now limits these mostly to those that she is required to complete, such as the progress check for children aged between two and three years. She has reflected on the benefits of this and the additional time she can dedicate to supporting the children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She has a thorough understanding of the signs that a child may be at risk of harm or neglect. The childminder has a good understanding of wider safeguarding matters, such as the 'Prevent' duty guidance. She knows how to share these concerns with the relevant bodies in order to help keep children safe. The childminder takes effective steps to ensure her knowledge and understanding of child protection remain up to date.

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should:

n plan more precisely for the support individual children need to manage their own personal care needs n sharpen how learning from planned activities is assessed and identified.

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Setting details

Unique reference number EY552053 Local authority Milton Keynes Inspection number 10133893 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Shenley Brook End, Milton Keynes. She offers care all day, Monday to Friday, throughout the year. The childminder is in receipt of funding to provide free early education to children aged three years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the childminder completed a learning walk together and discussed how the provision is organised. n The inspector and the childminder carried out a joint observation and discussed the quality of the teaching and learning. n Parents shared their views with the inspector via written letters and telephone calls. n Children spoke with the inspector and talked about their experience of spending time with the childminder. n The inspector looked at relevant documentation.

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Inspection activities

14 May 2021 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

14 May 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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