Childminder in Milton Keynes

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children feel safe and secure in the childminder's care. They frequently use gesture and hand movements to signal their wishes. On the whole, the childminder responds to these sensitively and respectfully. However, at times, she is less effective at ensuring that the curriculum is ambitious and meets the learning interests that children express to her. This impacts some children's enjoyment of their learning, their levels of engagement and the progress they make.

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The provision requires improvement

Children demonstrate secure small-muscle skills. For example, they grasp pencils firmly and use them with control to make circles and lines on paper. Children squeeze and press with their fingers as they use pegs to pick up and transport small items, such as cotton-wool balls. This helps to prepare them for early writing well.

p.2

The provision requires improvement

Younger children benefit from positive role modelling from the childminder to promote their emerging language. For instance, the childminder narrates their play effectively. She introduces new words to children as she animatedly reads stories. Children wave their hands in excitement as they enjoy singing songs with her.

p.2

The provision requires improvement

Children respond well to routine expectations throughout their day. For example, the childminder uses some visual supports to help children understand what is happening now and next. Children make choices of the food that they want to eat, saying 'apple' and 'banana' and they sit ready for snack time.

p.2

need to do better?

n The childminder aims to provide an inclusive experience for all children, including those with special educational needs and/or disabilities (SEND). However, she is not effective at finding the right balance in her interactions to help her meet different children's learning needs at the same time. This means that the curriculum she delivers lacks ambition for some children, who consequently make less progress in their learning and development than others. n The childminder helps children to learn to manage hygiene routines effectively. For example, she encourages children to wipe their noses themselves and then teaches them to place the tissue in the bin and wash their hands. Children begin to follow this routine independently with the childminder, teaching them the sequence of skills they need to do this themselves. n The childminder intends to develop children's concentration span in preparation

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need to do better?

for their next stages in learning. However, on some occasions, such as group times and during outdoor play, she does not fully consider how to motivate children to join in with play for extended periods. For example, she does not have the resources ready to use to deliver the activity. This means that some

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need to do better?

10 March 2023 children do not engage or they lose concentration quickly. n The childminder describes how she helps children to learn about how they are unique. For example, when children begin attending, she finds out about the languages and keywords they speak at home, such as in Romanian. She uses these words to help support children's understanding of key routines. Children also learn about other cultural celebrations, such as Chinese New Year. This helps them to learn about other people and communities. n The childminder recognises some children's unique methods of non-verbal communication, such as when they take their food packet to her to show her that they are hungry. She responds to these cues promptly. However, this is less successful when children communicate their interests. For example, children take their boots to the door to indicate that they want to go outside. At this time, the childminder focuses her attention on other children, who then

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need to do better?

communicate with words. This lack of prompt response means that at times, children become frustrated and lose interest. n The childminder shares some of the information she gathers about children's progress with parents and professionals who are involved in their learning. However, she has not completed the statutory progress check at age two for those children who should have one. n The childminder develops positive partnerships with parents. For instance, she finds out about the food that children eat when they start attending. She makes a plan with parents of foods that they want children to try and they feed back to each other on how successfully children respond. This helps to extend the range of foods that children consume.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder takes measures to ensure that her home is safe for children. For example, she ensures that hazards, such as cleaning products, are stored out of the reach of children. She has a fire evacuation procedure in place should she need to evacuate children in an emergency. The childminder helps children to learn how to keep themselves safe, such as by practising road safety procedures on outings. The childminder has a good knowledge of local safeguarding partnership procedures. She is able to talk about local safeguarding issues, such as gang and knife crime.

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Due date

10 March 2023 plan and deliver a challenging and ambitious curriculum to support each child's learning and development equally 12/05/2023

p.3

Due date

ensure that the progress check at age two is completed for children who attend and are between the ages of two and three. 12/05/2023

p.4

should:

n review the delivery of learning opportunities, making sure resources are ready for play to excite children to learn and promote their developing concentration n respond more swiftly to children's non-verbal communication of their learning interests to extend these further.

p.4

Setting details

Unique reference number 2616123 Local authority Milton Keynes Inspection number 10280948 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She lives Milton Keynes, Buckinghamshire. The childminder holds an appropriate qualification at level 3. She offers care Tuesday to Friday, from 8am to 6pm, term time only. The childminder 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 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 setting. n The inspector talked to the childminder about how she organises the curriculum. n The inspector observed the quality of teaching indoors and outdoors and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with the childminder. n Children spoke to/communicated with the inspector during the inspection.

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Inspection activities

10 March 2023 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

10 March 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.

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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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