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 enjoy plenty of opportunities to be active. The childminder has improved her outdoor space since her last inspection, and this enables children to practise their physical skills more frequently. For example, children happily use their large- muscle skills as they push themselves along flat surfaces on ride-on toys. Children similarly develop their small-muscle skills as they handle tools with control, using them to try to break ice and manipulate dough with their hands and fingers.

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The provision is good

Children develop positive relationships with the childminder and her assistant. Young children settle particularly well in the childminder's care, and the childminder ensures that she follows their care routines precisely. For instance, upon waking, the youngest children have lots of attention, such as receiving a bottle and having their nappy changed before tummy time in the garden. This follows children's routines from home and helps them to feel safe and secure.

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The provision is good

Overall, children have positive attitudes to their learning. They are keen to explore and make independent choices. Children delight in building a train track together, which they openly declare as their favourite toy.

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need to do better?

n The childminder plans well for children's learning. She uses information that she gathers about children's development, such as from home visits, to help her establish children's starting points. She then uses her knowledge of what children can do to plan their next steps in development with parents. This helps children to make good progress. n The childminder and her assistant support children's language development effectively. For example, they recognised that children speaking English as an additional language needed some support to help them express their basic wants, needs and feelings. The childminder therefore completed sign language training and fed back her learning to her assistant so that they could implement this consistently. This has begun to help children express their feelings. For instance, younger children use signs to show that they are happy after their lunch. n Children's personal and health needs are supported well. For example, the

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need to do better?

childminder helps parents when it is time for children to learn to use the potty and to explore solid foods. The childminder provides advice and guidance, creates joint plans with parents and communicates daily to help children achieve these milestones successfully. Parents report that they value the childminder's help with this. n The childminder and her assistant begin their day with circle time activities. However, these are quite long and do not fully take into account the age and

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need to do better?

16 January 2024 stage of development of all the children. For instance, younger children do not maintain their attention for these activities, and they frequently walk away from the group. n The childminder's assistant supports children's behaviour well. For example, in the garden, she is consistent and calm with children when helping them to negotiate with others when it is their turn to ride on the train. This helps children to learn to deal with these situations themselves. n Since beginning her role, the childminder's assistant has felt well supported through a structured induction and training programme. The childminder and her assistant review their practice through daily conversations and dedicated reflection time. The childminder also provides more formal coaching and supervision and is aware of the need to promote a good work-life balance. n Children benefit from the childminder's secure understanding of when it is

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need to do better?

necessary to seek support from professionals. For instance, she promptly referred parents to specialists to support children's physical development. She then worked with parents to implement the guidance provided to help children's large-scale movements. n The childminder and her assistant ensure that children have fresh air and exercise each day, as well as nutritious snacks. However, some transition times, including to go outside and to prepare for snack, are quite lengthy. This results in children often waiting for long periods, which impacts upon their engagement and enjoyment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n organise group activities more effectively to take into account the age and stage of development of the children attending n review the management of transition times and implement changes to reduce times when children wait unnecessarily.

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Setting details

Unique reference number EY487505 Local authority Milton Keynes Inspection number 10308464 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 12 Number of children on roll 8 Date of previous inspection 9 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Milton Keynes, Buckinghamshire. She offers care from 7.30am to 5.15pm, Monday to Friday, throughout the year. The childminder works regularly with an assistant. They both hold an appropriate qualification at level 3. 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 provider. n The childminder took the inspector on a tour of the parts of her home that children use. n The inspector, childminder and assistant discussed children's learning and how they organise the curriculum. n The inspector observed the children engaged in activities, indoors and outdoors, and assessed the impact this has on their learning. n The inspector considered the views of parents provided on the day of the inspection.

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Inspection activities

16 January 2024 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

16 January 2024 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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