Childminder in Milton Keynes

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children enjoy the opportunities that they have to play at the childminder's home. However, overall, they do not benefit from consistently well-planned learning opportunities. The childminder does not have a secure knowledge of learning and development, to help her plan a meaningful curriculum. This means that children are not as well prepared as they could be for the next stages in their learning.

p.2

The provision requires improvement

Children develop strong bonds with the childminder. They snuggle in with her during their activities and use simple words to identify pictures that they look at together. Children explore the childminder's home happily, for example by pushing toy babies around in their buggy and sitting and playing with stacking blocks. Children's confidence in their environment demonstrates that they feel safe and secure in the childminder's care.

p.2

The provision requires improvement

Children behave well. They listen and respond to the childminder's instructions, for example when they hold her hand to cross the road on outings. Children concentrate and persevere during their activities. For example, they watch closely and listen as the childminder explains to them how to rotate toy figures to fit them together. Children smile when the childminder praises them for successfully placing figures on animals during their imaginative play.

p.2

need to do better?

n Although the childminder is aware of some changes that affect her practice, she does not carry out continual professional development. As a result, she has not improved upon her basic knowledge about children's learning and development. n Children do not benefit from a well-sequenced and ambitious curriculum, and this has a negative impact on the progress that they make. At times, the childminder's interactions with children support them well. However, her lack of understanding of how children learn and develop means that the quality of education is not consistent. n The childminder develops positive partnerships with parents. For instance, she establishes good communications with parents when children start attending. The childminder acts upon advice parents receive from professionals to support their children's development. She shares her observations with parents to help them review children's progress.

p.2

need to do better?

n The childminder supports children's care needs effectively. For example, she makes adaptations to her bathroom, to ensure that children who are learning to use the toilet are able to follow the routine that they are learning at home. The childminder talks to parents about children's sleep arrangements. She finds solutions that enable them to benefit from good-quality sleep in her home. n The childminder manages children's behaviour well. She recognises when

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need to do better?

2 November 2021 children find situations difficult. She actively discusses these situations with parents and plans strategies for everyone to use to support children. This approach is helping children learn to make the right choice. n The childminder helps children to develop an understanding of how they are unique. For example, she talks to children about their culture and experiences. Through discussion, children share information about where their family members live. They talk about how they can travel to see them and they talk about weather in different countries. This helps children to develop an understanding of similarities and differences between themselves and others. n The childminder has a range of toys and resources which she uses to help her to promote children's physical development. For instance, children explore dough, and tools and equipment, such as paintbrushes, to help them develop their small

p.2

need to do better?

hand muscles. The childminder provides regular opportunities for children to develop their large muscle strength. For example, children delight in trips to the local park where they get fresh air and learn to run on uneven ground. n The childminder supports children's developing communication and language effectively. For example, she provides a narrative for children's play and demonstrates how to interact with others. The childminder introduces children to new vocabulary. Children then babble away with her, using words such as 'windy', 'sunny' and 'sky' as they explore the world around them. n The childminder does not develop effective partnerships with other settings that children attend. She does not recognise the importance of this. Therefore, she does not share or request information about children's care and learning needs that could help them to make even better progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibility to protect children's welfare. She considers safety-related issues in her daily practice well, such as procedures for supervising children on outings. The childminder has effective procedures in place for administering medication and to help ensure that the food she prepares meets children's dietary requirements. She is able to describe the signs and symptoms of abuse, including the risks of radical and extreme views or behaviours. The childminder has a good understanding of online safety risks. She is familiar with local safeguarding partnership procedures and knows what to do in the event of a concern relating to children's welfare.

p.3

Due date

2 November 2021 undertake professional development to continue to improve the quality of the provision and personal effectiveness 07/01/2022

p.3

Due date

improve knowledge and understanding of how children learn and develop in order to implement an ambitious and well-sequenced curriculum. 07/01/2022

p.4

should:

n strengthen partnerships with other settings that other children attend and share information to help children make better progress in their learning.

p.4

Setting details

Unique reference number 2539405 Local authority Milton Keynes Inspection number 10209761 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019. She lives in Olney, Buckinghamshire. The childminder offers care on Mondays from 12pm to 6pm, and Tuesday to Friday from 7.45am to 6pm, during term times. She provides occasional holiday care.

p.5

Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the setting. n The childminder and the inspector discussed how the childminder plans and organises the curriculum. n The inspector accompanied the childminder on an outing in the local area. During this, the inspector observed the childminder's interactions with children. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector considered the written views of parents.

p.5

Inspection activities

2 November 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

2 November 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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