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 Requires improvement

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The provision is good

Children are eager to learn. They are intrigued by new situations and experiences. Children explore their play using the skills they know. The childminder extends these well by challenging children through demonstrations and suggestions. For example, children who do not like getting messy are introduced to long grass and plant life, while others explore the muddy puddles on walks in the woods. All children have opportunities to experience natural materials.

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The provision is good

The childminder has a clear understanding of every child's physical ability. She provides challenges to their capabilities through everyday situations. For example, children learn to climb the steps of high chairs, turning around to sit down for snack time. The childminder encourages them to get down themselves. She talks them through the process of turning around and finding each step with their feet to manage this task safely. She encourages young babies to take their weight on their feet, holding on to their hands and making eye contact with them for reassurance.

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The provision is good

The childminder helps children to develop self-help skills through their daily routines. They let the childminder know when they are hungry and require snacks. Children take great pride in managing to put their own coats on, sharing their newly acquired skills through videos for their parents. The childminder supports children's independence well. She encourages young children to identify their own shoes and bring them to her to help them put them on.

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need to do better?

n The childminder has made significant improvements since her last inspection. She has developed a strong support network to develop her knowledge and skills, particularly with regard to children's learning and development. This results in purposeful interactions and engagements with children to support their ongoing progress. n Children with special educational needs and/or disabilities (SEND) are supported well. The childminder works alongside parents and other professionals to provide consistency for children. She uses additional funding effectively to support children's understanding of the routines of the day. She uses visual aids to help children's understanding of rules and boundaries. n Children learn to make healthy choices about food. The childminder knows what children like to eat but also introduces new tastes to vary their diet. She encourages older children to select healthy options from their lunch first, talking

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need to do better?

to them about the benefits of healthy foods. The childminder also supports parents with information about weaning children to help develop their eating habits. n Children develop close bonds and attachments with the childminder. She

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need to do better?

19 May 2023 provides cuddles to promote reassurance and a feeling of belonging in her care. New children seek her out after they have found the confidence to explore further, returning to her for snuggles with their comfort blanket. n The childminder provides a wide range of situations to extend children's experiences, which helps enrich their lives. Outings are carefully planned with other childminders. This provides social experiences for the children. The childminder encourages them to develop friendships, where they learn to cooperate and negotiate in their play. For instance, they visit the fire station and learn about people who help them. This helps them to learn who is part of their local community, promoting their sense of belonging. n The childminder provides effective communication and sharing of information for parents. She shares children's achievements with them through videos and social media. Parents access children's progress details through an information-

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need to do better?

sharing platform. They add observations they have made from home, providing a consistent approach to children's learning between the childminder and home. n Children love to babble and chatter in their play. They learn to share conversation by taking it in turns to verbalise sounds. The childminder talks constantly with the children, encouraging them to express themselves. However, the childminder does not use questions effectively to support children's thinking processes. She does not give children time to absorb what she is saying or to respond to her questions in their own way. n Some children attend other settings. The childminder has extremely good partnerships with some of these. She shares information and discusses the children's next steps with staff at the other settings to provide a consistent approach to children's ongoing learning. They work closely to close identified gaps in children's development. However, the childminder does not actively seek

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need to do better?

partnerships with all settings that children attend. Therefore, the continuous journey for every child's learning is not fully promoted.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of the procedures to follow if she has a concern about a child in her care. She regularly updates her knowledge of who to contact and what to record to promote children's ongoing welfare. She understands the signs and symptoms of child abuse and the influences on young children regarding radicalisation. Children play in a safe and secure environment. The childminder encourages children to tidy up after themselves, to provide appropriate clear space for their play. She supervises children well in her setting, as well as on outings. The childminder plans outings carefully to provide safe, stimulating learning experiences.

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should:

19 May 2023 n use more effective communication skills to fully support children's development of speech and understanding and to increase their vocabulary n provide a consistent approach for all children to promote a continuous learning journey with other settings that children attend.

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Setting details

Unique reference number EY494674 Local authority Milton Keynes Inspection number 10261130 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 6 Date of previous inspection 13 October 2022

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Information about this early years setting

The childminder registered in 2016. She lives in Monkston Park, in Milton Keynes, Buckinghamshire. She provides care from 8am to 5.30pm, Monday to Friday, all year round, except for family holidays and Christmas. The childminder holds a level 3 early years qualification. She provides funded early education for children aged four years and uses additional funding towards children's specific needs.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the provision. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she supports children with SEND. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector carried out a joint observation of story time. They discussed the childminder's understanding of children's stages of development and the impact this has on children's learning.

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Inspection activities

19 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

19 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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