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

Children choose from a broad range of activities and of imaginary play, both indoors and outdoors. Children say that they do 'lots of outdoor activities and games that encourage us to use our imagination'. They clearly have fun and enjoy their time in the childminding setting.

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The provision is good

Children are safe and are happy in the company of their childminder, who enjoys the company of children and has high expectations for children's learning and progress. For example, she wants them to grow up to be independent and to be confident young people who can take responsibility for themselves. Consequently, she makes effective use of daily routines, such as mealtimes and using the toilet, to promote children's self-help skills.

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The provision is good

Young children show curiosity and an increasing ability to concentrate. For example, they persist in pressing buttons on noisy toys to make their favourite sounds. They enjoy sharing books about animals with the childminder and develop their listening skills as she gently sings nursery rhymes to them. Children have a positive attitude to their learning, and they behave well because the childminder keeps them busy and entertained throughout the day.

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need to do better?

n The childminder designs her curriculum around each of the children and bases this on their interests. She finds out what they know and can do and then builds on this to extend their learning. She knows that young children who enjoy posting objects through holes are likely to enjoy exploring a variety of cardboard tubes. For example, they squeal with delight when a sensory ball rolls all the way through the big tube and chase the ball as it bounces off down the hallway. The childminder praises them for saying 'ball' for the first time. n The childminder provides a well resourced, welcoming, homely environment which encourages children to explore and to investigate. Children are independent, and they engage in purposeful play and self-select from the wide range of carefully chosen resources on offer. For example, they deconstruct a home-made arctic habitat and delight in the discovery of a plastic whale and a

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need to do better?

plastic fish. Non-verbal children point to a shop till in the cupboard which the childminder lifts down for them. n The childminder sets challenging tasks for toddlers to build on their hand-to-eye coordination and strengthen their finger muscles. She encourages them to make a musical shaker and fills a small plastic bottle with pasta and small, glittery pompoms. Toddlers focus on this activity for a sustained length of time and achieve a successful result. n Children have plenty of opportunities for fresh air and exercise in the

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need to do better?

6 July 2021 childminder's spacious garden. This supports their good health and their physical development. On arrival at the childminder's home, children eagerly go outdoors and become deeply involved in their chosen activities. The childminder stands back and allows children to work things out for themselves before intervening with any support necessary. n Partnerships with parents are strong. Parents comment that they value the photographic updates of play and of activities throughout the day. One parent said that the childminder 'always goes the extra mile in ensuring that children in her care have a good time. They get the chance to do activities that encourage creativity and personal development'. Another parent appreciates how the childminder helped her child to develop the confidence to socialise with other children. n The childminder constantly reviews her practice. She replaces items of play equipment to provide interest and challenge for children of all ages. For

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need to do better?

instance, she has introduced a bigger slide for the older children. She knows that this will also introduce a risky element to younger children's play. n The childminder offers help and support to families. For example, she has adapted her routines to help a child to make a smooth transition from the cot to the 'big bed'. She encourages a regular exchange of information with parents, including during the COVID-19 (coronavirus) pandemic. She made regular video calls to her minded children to help maintain relationships and to support learning both at the setting and at home. Nevertheless, the childminder acknowledges that she needs to strengthen her efforts to work in partnership with other providers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are very safe in the childminder's care. She has attended a wide range of safeguarding training and has a good knowledge of the signs and symptoms that cause her concern. She knows what to do if she has any worries about a child's safety and welfare. The childminder is familiar with wider safeguarding issues, such as extremist views and county lines. She carries out regular safety checks on her home to reduce any safety hazards. Children know what to do in case of a fire emergency as they practise safe fire evacuation procedures.

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should:

n strengthen partnership working to enable a more regular two-way flow of information between providers.

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Setting details

Unique reference number EY554484 Local authority Milton Keynes Inspection number 10143676 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Newport Pagnell. She operates for most of the year from 7.30am to 5.30pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector and the childminder completed a learning walk and discussed the programme for learning. The inspector observed the children engaged in activities indoors and outdoors and assessed the impact these had on their learning. n The childminder and the inspector completed a joint observation of an activity together, and they discussed the quality of teaching and of learning afterwards. n The inspector held discussions with the childminder and the children at appropriate times throughout the inspection. She looked at a range of documentation and spoke to the childminder about how she evaluates the effectiveness of the provision. n Many parents provided feedback about the childminding provision via email.

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Inspection activities

6 July 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

6 July 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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