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 develop a strong sense of belonging and know their play environment well. When children feel unsure, they confidently seek out the childminder and her assistant for cuddles and reassurance. The childminder knows what the children like to play with and uses these activities to encourage them to learn.

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The provision is good

Children's communication and language are progressing well. They babble happily in their play, learning to share conversations with the childminder and her assistant. They take it in turns to chatter and then to listen and to respond. The childminder uses simple statements and questions for young children. This helps to encourage their responses through gestures, expressions and simple verbal replies. She introduces new words to children's play to increase their vocabulary and confidence to speak.

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The provision is good

Children develop the confidence to explore and experiment in their play due to the childminder's positive and sensitive interactions. They are eager to find their favourite resources and use them in their preferred way. For example, children empty the cars from the container and fill them back up again. The childminder recognises this as a way of children making sense of space and problem-solving. She uses this knowledge well to extend and challenge their next steps in learning.

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need to do better?

n Children gain good skills to promote their independence and self-help skills. At lunchtime, the childminder provides young children with forks and spoons, as they are showing interest in feeding themselves. They smile with pride when they manage to stab food on to their fork and place it in their mouths themselves. n The childminder is eager to develop her practice and share this with her assistants to provide a consistent approach to children's learning. She gains information through other professionals. She recognises her strengths and is aware of areas that she wants to improve on. She provides stimulating play and learning opportunities to support children's individual learning needs. n The childminder and her assistants have a positive attitude towards supporting children who speak English as an additional language (EAL). They encourage children's understanding of English and their language development through

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need to do better?

repetition and the use of songs and rhymes. For example, children join in with 'E I E I O' from the Old Macdonald song, building up their confidence to use familiar sounds. However, the childminder does not confidently know what language each child speaks at home. This does not enable their heritage and home language to be fully reflected and respected in the setting. n The childminder provides constant challenges for children to develop strength,

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need to do better?

12 May 2023 muscle-tone and different movements. She knows their capabilities and encourages movements and activities to stretch and extend their progress. For example, the childminder introduces a small wobble board for toddlers. She holds their hands and helps them to balance, while they laugh with her at the movement. Children later try to balance on their own, with one foot first and then the other, developing their core strength. n Children gain the skills they need in readiness for school. The childminder and assistant encourage children to think for themselves, to manage their personal care and to develop the language they need to express themselves. They support parents to help extend this at home. For example, they talk to them about helping children to walk, rather than be carried, and to put their own shoes on. However, the childminder does not always provide the next setting for children's learning with information about children's development. This does not

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need to do better?

fully support children's continuous journey in their learning. n The childminder and her assistant have very positive partnerships with parents. They constantly communicate with parents, sharing information about children's progress through daily conversations, diaries, photos and videos. This helps to reassure parents that their children are settled, happy and learning. n Children develop the skills to share and take turns. The childminder recognises that some children, due to the COVID-19 restrictions, have less confidence to play with other children. She encourages their social play, helping children to play alongside and invite others into their play. Children actively seek out other children's favourite toys and offer them to them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of the procedures to follow if she has a concern about a child in her care. She makes sure her assistants have access to the relevant information to follow the procedures correctly. They know the signs and symptoms of child abuse. Children play in a safe and secure environment. The childminder adapts the environment to give children the space they need to explore in their play, according to their physical capabilities. The childminder supports children's understanding of keeping themselves safe. She explains the hazards when on outings and using local amenities, such as climbing equipment in the local park and crossing roads together.

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should:

n provide a consistent approach to support children who speak EAL n extend the communication with children's next place for learning to fully support a continuous journey in their learning.

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Setting details

Unique reference number EY487991 Local authority Milton Keynes Inspection number 10280388 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 12 Date of previous inspection 7 September 2017

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Information about this early years setting

This childminder registered in 2015. She lives in Milton Keynes, Buckinghamshire. She works with two assistants, her husband and her daughter. One assistant is qualified to level 3. The childminder provides care all day, Monday to Friday, from 8am until 5.30pm, throughout the year.

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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 provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has on children's learning.

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Inspection activities

12 May 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

12 May 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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