Childminder in Milton Keynes

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children embrace all the exciting activities and experiences the childminder and her co-childminder provide for them. They confidently ask to complete activities that they enjoy. For example, children ask to plant seeds, so there are more plants in the garden. They work out what might grow, identifying different vegetables and flowers on the packets. Younger children enjoy scooping the soil and watering the established plants already growing. They understand that plants need water, helping form their knowledge about the world around them.

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The provision is outstanding

From a very early age, children show their determination to carry out simple tasks for themselves. They collect their shoes and coats and do not hesitate to have a go at putting them on themselves. Younger children benefit from following the examples set by the other very well-behaved children. They share, take turns and consider how others might be feeling. Through the childminder's support, children quickly develop ways to help regulate their own emotions, knowing when they need some quiet time to relax.

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The provision is outstanding

Children listen carefully to the childminder during their many stories and conversations. They pick up on the less-commonly used words, which the childminder checks they understand. This contributes to children's rapidly expanding vocabularies. Books are easily accessible and children quickly develop a love for stories and songs the childminder introduces them to.

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need to do better?

n The childminder knows the children exceptionally well. She exploits their interests and passions to build on what they already know and understand, so that all children are ready for the next stage in their learning. n The childminder and her co-childminder work exceptionally well together. Through frequent discussions and detailed planning, the childminder and her co- childminder ensure that care and education is of the very highest standard. The childminder is motivated to build on her own skills and knowledge to enhance her practice. She does not hesitate to access accredited training courses and topical webinars. The childminder takes time to reflect on what she already knows to help support children's individual needs in a highly focused and effective way. n The childminder gathers detailed information from parents and other settings children attend. This helps her ensure she knows what children need to learn

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need to do better?

next. Over periods of lockdown, during the recent COVID-19 pandemic, the childminder maintained contact with children and their parents, providing activities and resources to continue to support children's learning and well-being. n Children flourish in all areas of their learning. The childminder and her co-

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need to do better?

15 March 2022 childminder incorporate locations within the local community in their planning. Regular trips enable children to learn in different environments. For example, children enjoy visiting a café for lunch. This helps to support their development of social skills in a memorable way. n The childminder plans activities that are associated with national focuses, such as Science Week and World Book Day. This enables the childminder to access wider resources and ideas available at these times. Children become involved in community activities and celebrations, helping to strengthen their learning. n The childminder and her co-childminder keep parents informed of what their children have been doing. A secure electronic system allows parents to receive detailed information in a timely manner. This helps to reassure new parents that their children are happy, safe and well stimulated throughout the day.

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need to do better?

n Children learn how exercise and rest are important to help support their physical development. The childminder ensures that younger children who require a sleep are settled and safe. Familiar bedding and comforters help children feel secure. This contributes to their ability to drift to sleep very quickly. n Children confidently select equipment and playthings for themselves. They take paper and pens to the table, where they enjoy making meaningful pictures. Older children show an interest in forming letters and numbers, which they point out and recognise during walks and excursions. The childminder skillfully links between quantity and numbers, helping children establish a solid foundation for mathematics.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures her strong knowledge and understanding of what and how to identify and report any concerns around the well-being of children is maintained through regular and thorough training courses. She ensures she receives notification of any local changes to procedures, helping her amend her own policies to accurately reflect this. The childminder works very closely with her co-childminder, helping to ensure that all concerns are shared and acted upon in a timely manner.

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Setting details

Unique reference number EY284785 Local authority Central Bedfordshire Inspection number 10137505 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 7 Date of previous inspection 11 May 2016

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Information about this early years setting

The childminder registered in 2004 and works with a co-childminder at her home. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. Funded early education is provided for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID19 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 showed the inspector all the areas of the house and garden used by children. She explained the curriculm that she follows and the impact this has on children's development. n The inspector carried out a joint observation with the childminder. n A range of documents, including the evidence of suitability of the childminder, her co-childminder and other household members, was looked at by the inspector. n The inspector observed activities in the home and garden. She spoke to the childminder, her co-childminder and children at appropriate times throughout the inspection. n The inspector read feedback left by parents and took their views into consideration.

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Inspection activities

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

15 March 2022 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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