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 Good

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The provision is good

Children thoroughly enjoy their time with the childminder and her apprentice. They enthusiastically use tools and equipment, such as glue, scissors and pencils to create representative pictures of the peacock, which they spot on local walks in the village. Children are keen to visit the park and develop skills, such as climbing steps to go down the slide.

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The provision is good

Children feel safe and secure. They happily explore the childminder's home. They do not hesitate to ask to play with toys of interest, such as when they dress up and pretend to be doctors and patients. Children develop a good understanding of how to keep themselves safe. For example, the childminder places great importance on developing road safety awareness when walking around the village.

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The provision is good

Children behave well. They listen attentively and respond to instructions. They respond swiftly to the apprentice as she explains expectations for eating food at the table. Children are extremely kind and caring towards each other. They develop good friendships and treat each other with affection. They demonstrate this by giving each other comforting hugs.

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The provision is good

Children take part in a range of stimulating activities that the childminder plans to meet their individual learning needs. For instance, children learn to play games and they develop good turn-taking skills in relation to their age.

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need to do better?

n The childminder and her apprentice share a secure understanding of what they want children to learn and they deliver this well. For example, they model conversational skills to children and show them how to interact with others, such as when they see members of the community on local outings. Children enjoy borrowing books from the 'book corner' in the village and bringing them home to read. This helps to develop their communication and language well. n The childminder and her apprentice help children to develop a good understanding of themselves and their own community. Children learn about their own families and similarities and differences between them. They enjoy outings in the local area, such as to the play bus, school and shop. Children learn to develop life skills, such as making a shopping list and sourcing ingredients for their cooking activities. n The childminder has high expectations for children's behaviour. She focuses on

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need to do better?

helping them to learn how to play cooperatively. Children enjoy playing group games and on the whole they learn to wait for their turn well. However, at times, more confident children dominate activities and the childminder and her apprentice's interactions focus on these children. This means that, on occasion,

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need to do better?

4 November 2021 their attention is not equally shared between all children. n The childminder develops positive partnerships with parents. She understands her responsibility to share information with parents about children's progress between the ages of two and three. However, the information she gives to them about what children need to learn next is generated by an electronic tracking system. This means that it is lengthy and not fully informed by the childminder's own professional judgement. n The childminder has a positive attitude to further improving her provision. She seeks and considers the views of parents. She listens to children's opinions about their interests and toys that they like to play with. She incorporates these well into their planned activities. n The childminder has plans in place to support her apprentice in her role. For example, she has provided opportunities for her to shadow her. She intends to

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need to do better?

support her to develop her knowledge about learning and development and learn about the role of the key person. As part of induction, the childminder has ensured that her apprentice is familiar with procedures to keep children safe in her home and on outings. n The childminder promotes positive joint working with other settings that children attend. For instance, she makes regular contact with staff at other settings, such as the pre-school. She shares information about children's learning. This helps to ensure a consistent approach to their development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's safeguarding knowledge is secure. She has completed training to ensure her own knowledge is up to date, for instance, in relation to her understanding of radical and extreme views and behaviours. She is familiar with local safeguarding partnership procedures and knows how to refer concerns about children's welfare. The childminder is alert to local and wider safeguarding concerns. The childminder has ensured that her apprentice's safeguarding knowledge is also secure. The childminder has a range of procedures in place to help her ensure that her premises is suitable for children each day.

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should:

n review the information given to help parents in the two year progress check to ensure that it gives them a clear understanding of what their children need to learn next n strengthen staff practice and help to ensure all children benefit equally from positive interactions.

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Setting details

Unique reference number EY387821 Local authority Milton Keynes Inspection number 10209757 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 2 December 2016

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Information about this early years setting

The childminder registered in 2009. She lives in Sherington, Buckinghamshire. The childminder offers care from Monday to Friday, 7.45am until 5.30pm, for most of the year. During the school holidays, she works up to four days a week. The childminder holds an appropriate childcare qualification at level 3. The childminder employs an apprentice. She accepts funding for the free provision of education for children aged two, three and four 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 childminder and the inspector discussed the childminder's intentions for children's learning. n The inspector carried out a joint observation of a turn-taking activity with the childminder. n The inspector spoke to the childminder's apprentice about how she is being supported in her role and how she helps to keep children safe. n The inspector spoke to children during the inspection. She considered written feedback provided by parents.

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Inspection activities

4 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

4 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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