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 safe and happy in the childminder's care. They demonstrate this as they explore their environment and the toys and resources on offer. Children respond positively to the childminder's interactions with them. For instance, younger children smile, babble and clap their hands together in excitement. Older children are keen to engage in imaginary play, singing and dancing. Children are confident and well-behaved learners with great attitudes to learning.

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The provision is good

Children learn to play harmoniously together. The childminder supports them to understand how to ask to join others. She also helps them to recognise when to find their own avenues of play. Older children are particularly successful at using their imaginations to create storylines and develop their own ideas.

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The provision is good

Older children learn to handle tools and equipment well. This demonstrates that they have good small-muscle control for their age. For instance, the childminder teaches them how to hold age-appropriate knives and cut fruit and vegetables into halves for their snack. Children are eager to make marks on paper. They hold pencils with a secure grip and copy the childminder, drawing lines and zigzags on paper. This helps them to develop their hand and finger muscles.

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need to do better?

n The childminder delivers the curriculum well. She has a good understanding of the sequence of skills that children need to learn to promote their physical development. For example, she encourages younger children to move in age- appropriate ways and places toys of interest out of reach but in their eyeline. This encourages them to crawl and pull themselves up to standing. n Younger children develop good levels of communication for their age. For instance, they make eye contact with the childminder and babble aloud, responding to her questions. The childminder narrates routines and sings to children, during nappy changes, for example. This demonstrates that she understands how to use these opportunities for learning. n The childminder helps children to reflect on how they are unique. For instance, she encourages children to talk about their family and pets. They are delighted to name everyone in their family. Children similarly learn about the diverse world

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need to do better?

they live in. The childminder promotes this through discussion about the languages they speak. n The childminder interacts consistently well with children, using a calm manner. She gives clear explanations to children, when needed, and provides lots of praise and reassurance. This helps children to feel safe and secure. For instance, younger children wake up to attentive cuddles to help them adjust following their nap.

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need to do better?

7 September 2023 n Children benefit from the childminder's positive attitude to improving her own practice. For instance, she liaises with a local network of other childminders to share information and updates. She also engages with support from the local authority, which helps her to implement the curriculum. n The childminder works well with parents to provide consistency when helping children to learn personal hygiene routines. For instance, she talks to parents when children begin to show signs that they need to use the toilet. They then establish a joint plan to transition from nappies. This gives older children the confidence to manage these routines themselves. n The childminder knows the children very well and is familiar with their interests. She develops learning linked to children's interests to help promote their engagement. However, at times, she moves children's learning on too swiftly,

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need to do better?

meaning that new concepts are not fully explored before children move on to something new. For example, the childminder introduces children to the concept of non-standard measure, but then quickly progresses to making towers with blocks without fully exploring the knowledge associated with the original concept. n The childminder has not informed Ofsted of changes to those living in her household. There is no impact on children, as the changes related to household members whose suitability had been checked by Ofsted moving out. However, the childminder needs to refresh her knowledge of when to notify Ofsted of required changes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her safeguarding responsibilities and of local safeguarding partnership procedures. She is able to describe signs and symptoms of abuse and she knows what action to take if she has a concern about children's welfare. The childminder has robust arrangements in place to keep children safe in her home. For instance, she completes daily checks and practises routine fire evacuations with the children so they know how to respond to an emergency. The childminder helps parents to understand how to keep their children safe, such as by sharing information with them about online safety.

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Due date

refresh knowledge of when to make notifications to Ofsted. 05/10/2023

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should:

n take more time to fully explore new concepts introduced to children to help them develop new knowledge and skills more successfully.

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Setting details

Unique reference number EY495492 Local authority Milton Keynes Inspection number 10301603 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 16 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Bletchley, Milton Keynes, Buckinghamshire. She offers care from 8am to 4pm, Monday to Friday, all year round. The childminder holds an appropriate qualification.

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Inspection activities

n This was the first routine inspection the provider 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 their intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The inspector considered the written views of parents presented on the day of the inspection. n The inspector observed the childminder's interactions with children during their learning.

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Inspection activities

7 September 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

7 September 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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