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 are confident, happy and settled in this home-from-home environment. They form secure attachments with the childminder, who is warm, caring and responsive to their needs. Children delight in joining in with her as they run to catch and pop the bubbles in the garden or snuggle up to her for a reassuring cuddle. This helps children to develop a sense of belonging and gain confidence. Children behave well.

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The provision is good

Well-chosen activities and resources support children's early mark marking and promote their enjoyment of writing. For example, young children are keen to use tongs and persevere to use them, as they pick up coloured spaghetti and move it to the pretend pan to support their fine motor skills. Children concentrate for long periods of time as they create their crowns and stick a range of coloured gems onto their crowns.

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The provision is good

The childminder supports children's use of mathematical language and understanding of capacity well. For example, she makes the most of spontaneous learning opportunities to boost young children's emerging counting skills and discusses 'empty' and 'full' as they transport resources from one pot to another.

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The provision is good

Good arrangements are in place to support children who are learning English as an additional language. For example, the childminder finds out about children's home language vocabulary. She uses visual picture prompts with simple singular words to support young children's language development. In addition, children have access to a range of stories in their home languages.

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need to do better?

n The childminder develops warm and nurturing relationships with the children. She spends time playing alongside them and delights in their company. Children seek out the childminder for comfort, and she celebrates their efforts and achievements with praise as they play. For example, children are given a 'high five' and receive a leaf on their achievement tree. As a result of this, children are confident and get involved in a range of experiences. n Partnerships with parents are strong. The childminder shares regular updates with the parents and supports them with their children's learning and development. For example, parents leave positive comments in the support she offers for a child with speech delay and how the childminder has supported the child and the parents. n The childminder provides a broad curriculum, and children access a wide range of interesting resources. She plans activities that children engage in well, and

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need to do better?

children are able to link these well to their prior learning. However, on

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need to do better?

27 July 2023 occasions, the childminder directs children during their play and does not consistently encourage them to take the lead and follow their own learning. n There is a high priority on supporting children's communication and language development. The childminder enthusiastically engages children in conversations and supports them to hear new vocabulary. She models language well and repeats words to support their developing language skills. This helps children to increase their vocabulary. Young children enjoy hearing age-appropriate songs and rhymes. For example, the childminder has a repertoire of songs and rhymes as she breaks into during children's play. This supports children to learn to join in with repetitive phrases and actions. n Children's physical health and overall well-being are actively supported. The childminder provides regular exercise outside. Organised trips to the park and

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need to do better?

places of interest allow children to increase their physical skills, manage risks and build their confidence. Healthy snacks and meals are provided in conjunction with parents, and dietary requirements and preferences are adhered to. Children learn the importance of regularly washing their hands and understand the importance of following good hygiene routines. n The dedicated childminder demonstrates a genuine enjoyment of her work. She keeps her knowledge and skills up to date. The childminder is keen to continuously improve her practice. She knows her strengths and is keen to continuously improve her practice. The childminder accesses numerous training courses and other useful information online to consistently update her skills and knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to keep children safe. She knows the procedures to follow should she have any concerns about children. The childminder is vigilant of the signs that may indicate a child is at risk of harm. She completes regular training to keep her knowledge up to date. She is aware of child protection issues, such as exploitation, extremism and radicalisation. The childminder carries out regular checks of her home and garden to help provide a safe environment for children.

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should:

n provide more opportunities for children to direct and lead their own learning.

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Setting details

Unique reference number EY382868 Local authority Milton Keynes Inspection number 10301712 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 2 Date of previous inspection 31 January 2018

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Information about this early years setting

The childminder registered in 2008 and lives in Crownhill, Milton Keynes. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children. She holds a relevant qualification at level 3.

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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 childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all adults living on the premises. n The childminder and the inspector observed children playing and discussed their learning and development. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The inspector took account of the views of parents in their written comments.

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Inspection activities

27 July 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

27 July 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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