Howe, Dawn Julie

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

p.1

The provision is good

Children are settled and happy in the welcoming atmosphere the childminder has worked hard to create. Children feel welcome in the childminder's home. Children enjoy taking part in the routines of 'family life', such as helping to care for the childminder's dog. They move confidently around the childminder's house and show affection for each other and the childminder.

p.2

The provision is good

Children show that they feel safe. They happily take part in routines that help promote their safety and good health, such as regular hand washing. They follow simple rules when out for walks. They stay close to the childminder as they walk and stop and look for traffic when it is time to cross the road. The childminder is consistent about how she expects children to behave. Children are learning to be kind and considerate. The childminder is calm and clear when helping children put into practice what they are learning about acceptable behaviour.

p.2

The provision is good

The childminder wants children to do well. She places a high emphasis on supporting children's speaking and listening skills. Children are developing a love of books. They ask to listen to stories and sing songs, knowing the childminder will happily oblige.

p.2

need to do better?

n The childminder threads language development effectively through her curriculum and teaching. She ensures children have plenty of time to listen and talk with her and each other. Older children confidently use language to express their thoughts and ideas. The childminder encourages younger children to listen to, and recognise, different sounds in the environment, such as bird and traffic sounds. n The childminder considers carefully how best to help children remember long term what they have learnt. For example, when teaching new songs she repeats them regularly and asks parents to sing the same songs at home. She teaches children the words and actions and children grow in confidence to join in. Children show that they are remembering well the songs they have been taught. n The childminder takes a step-by-step approach that helps children learn skills and build further on what they can already do. For example, when teaching

p.2

need to do better?

children how to use scissors, she begins by showing them how to hold them correctly and then encourages them to cut in straight lines. She next teaches how to cut out simple shapes. The childminder understands the importance of children mastering each step before moving to the next. n The childminder assesses children's progress and shares any concerns with parents. She takes into account the potential impact on children's learning of any time away from her setting, for example due to the COVID-19 ( coronavirus)

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need to do better?

18 May 2021 pandemic. She focuses her teaching on any gaps in learning that may have emerged, to help children catch up. n Children look forward to their daily walks. During these walks the childminder encourages children to move in lots of different ways, to build their coordination as well as promoting their good health. Children enjoy running up and down hills and balancing on narrow paths. They chase each other through trees, using lots of energy and building stamina. n Children listen to what the childminder asks of them and they cooperate swiftly with these requests. This helps ensure time is not wasted between learning experiences. For example, children get ready quickly to go out for a walk and wash hands and get ready for meal times in an orderly fashion. n The childminder makes all children and their families feel welcome. Children feel part of the local community. They enjoy stopping to chat to people they see

p.2

need to do better?

regularly on walks. However, the childminder does not plan a wide range of experiences to help children learn about the different lives, customs and experiences of others in the wider world. n The childminder keeps her statutory training updated. She has a good overview of child development. However, she has not considered fully ways in which she could further enhance her knowledge of how children learn and develop, to build further still on her good quality teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role in keeping children safe. She knows the signs of potential abuse or neglect, including the signs that a child may have been exposed to extreme or radical views. She knows what to do if she is worried about a child's safety or well-being, including how to share such concerns. She takes effective measures to ensure her understanding of wider child protection issues remains updated.

p.3

should:

n plan a wider range of meaningful experiences that help children develop their understanding of diversity and the similarities and differences between themselves and others n focus professional development on enhancing still further understanding of the curriculum and how to improve teaching skills further.

p.3

Setting details

Unique reference number EY557602 Local authority Milton Keynes Inspection number 10190116 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Westcroft, Milton Keynes. The childminder offers care Monday to Friday, 7.30am until 6pm, for most of the year. The childminder is in receipt of funding to provide free early education to children aged three years.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 ( coronavirus) 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 childminder and the inspector completed a learning walk together and the childminder explained how the provision and the curriculum is orgnaised. n Parents shared their views with the inspector. n The inspector carried out a joint observation with the childminder. n The inspector looked at relevant documentation.

p.4

Inspection activities

18 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

18 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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