Mrs Lesley Mary Bishop

Overall effectiveness Good

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

p.1

The provision is good

Children demonstrate a love of books and excitedly choose which they would like to read. They show that they feel safe and secure as they snuggle up to the childminder and listen to her read. They learn to hold books correctly, turning the pages with care. They use their knowledge of stories and pictures to make up their own, using simple and made-up words.

p.2

The provision is good

Children are eager to play with their favourite toys, including baby dolls. They play imaginatively, carrying and rocking their baby to sleep. The childminder helps to bring narrative into their play and they go on to feed their baby and brush their hair. This helps them to develop kind and caring attitudes.

p.2

The provision is good

Children develop good levels of concentration and hand-to-eye coordination for their age. They sit for long periods carefully peeling and matching differently shaped stickers to make pictures. They demonstrate what they know about concepts such as shape, size, colour and counting as they talk about their creations.

p.2

The provision is good

Children are familiar with the childminder's high expectations and routines. Upon arrival, parents comment that children know what is expected, as they promptly remove and store their coats, shoes and bags. Children respond to the childminder's gentle use of manners and praise. They behave well.

p.2

need to do better?

n The childminder develops positive partnerships with parents, from the outset. For example, she gets to know them and their child through settling-in sessions over a longer period of time. Parents compliment the regular communications they receive, including daily feedback. n The childminder has a clear vision for what she wants children to learn. She focuses on communication and language, physical development and personal and social development. The childminder delivers her curriculum well. For instance, she recognises that children need opportunities to meet others to build their confidence and social skills. She plans regular opportunities for children to attend toddler groups and meet their peers on outings. n The childminder promptly recognises when children require support to develop their physical skills. For instance, when children lack balance and coordination, she provides time for them to practise these skills. Children learn to walk up the

p.2

need to do better?

stairs while holding on to the handrail for support. They have opportunities to learn to throw, catch and move in different directions, such as through regular outings to the park. This helps children to strengthen these skills. n Children learn about their feelings in an age-appropriate manner. For example,

p.2

need to do better?

23 January 2023 the childminder talks to them about how characters are feeling in a story they read. Younger children begin to recognise and talk about feelings such as 'sad' and 'happy'. This helps them to begin recognise feelings and emotions. n The childminder supports children to learn some new self-care routines, such as using the toilet. However, she does not recognise when to adapt her teaching and the environment to help promote children's independence and understanding of the importance of hygiene routines. For example, the childminder teaches children to wash their hands. However, she does not explain to children why they are doing this, or make adaptations to enable them to manage this routine independently. This not fully effective in helping children to learn skills for the future. n The childminder develops good partnerships with other settings that children attend. For instance, she exchanges progress information when children

p.2

need to do better?

transition to pre-school and discusses the children's day with staff when they finish pre-school. This helps her to support children's needs and provide continuity of care. n The childminder reflects on her practice well. For example, she identifies that children need to learn about themselves and others. She extends the range of resources that she has, such as books, to help her teach this knowledge in an age-appropriate way. The childminder regularly networks with other childminding colleagues. She uses these opportunities to share and seek ideas about best practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has appropriate procedures in place to keep children safe in her home. For instance, she regularly checks the environment to ensure that it is ready to use each day. She is vigilant and regularly checks toys to ensure that they are suitable for use. The childminder is able to describe how she keeps children safe on outings, such as by having clear procedures for walking in the local area. She is able to talk about signs and symptoms of abuse, such as physical abuse and female genital mutilation. She knows what to do should she have a concern about children or should an allegation be made.

p.3

should:

n review interactions with children and organisation of the environment to promote opportunities for children to manage their self-care skills independently and learn about the importance of hygiene routines.

p.3

Setting details

Unique reference number 141604 Local authority Milton Keynes Inspection number 10264173 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 3 Date of previous inspection 7 June 2017

p.4

Information about this early years setting

The childminder registered in 1996. She lives in Olney, in Buckinghamshire. The childminder provides care from 8am to 5.30pm, Monday to Friday, all year round.

p.4

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 provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector and the childminder carried out a joint observation of a physical development activity. n The inspector considered the written views of parents.

p.4

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.

p.4

Inspection activities

23 January 2023 23 January 2023 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.

p.4

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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