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 Not applicable

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The provision is good

Children are happy and settled. The childminder knows them well and meets their needs effectively. Children and the childminder have a warm and respectful relationship. The childminder has developed a suitable curriculum that is based on children's interests and what they already know and can do. She focuses on supporting children to meet their developmental milestones and to develop the knowledge and skills they need for moving on to school. The childminder also considers any special educational needs and/or disabilities the children may have. She puts suitable plans in place to target any gaps in learning to ensure that these close swiftly.

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The provision is good

The childminder asks lots of questions to encourage children to think and talk about what they see. She also repeats some phrases and words back to the children. This supports their communication, learning of new vocabulary and cognitive development. Children behave extremely well, and the childminder gives gentle reminders for manners and appropriate behaviour as needed, such as sitting at the table while eating and tidying up between activities. Children receive appropriate support from the childminder to manage their own good health, such as wiping their nose and and washing their hands before mealtimes. The childminder clearly explains the reasons for doing this so that children understand why these routines are important.

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need to do better?

n The childminder plans and delivers suitable activities for children to meet specific learning outcomes and to help them learn new things. She uses effective teaching methods to support the development of their knowledge and understanding. The childminder is aware of the importance of building skills in a sequenced way. However, at times, she limits children's creativity and ability to think for themselves by providing activities that are overly directed. n Children concentrate and engage extremely well. They are intrigued and excited by the activities the childminder provides for them. Children show great determination to meet their aims. They enjoy practising their early writing skills with a range of implements, using a good pincer grip. Children are also beginning to recognise some letters and the sounds they make, specifically those relating to their own name or other familiar words. These skills help to prepare

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need to do better?

children well for the next stage in their learning. n The childminder encourages children to solve problems. For instance, she asks children to consider if jigsaw pieces are the right way round. Children then adjust the position of the piece to complete the puzzle. However, at times, the childminder intervenes too quickly to do things for the children or asks multiple questions at the same time. This can limit children's ability to respond to

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need to do better?

5 March 2024 questions and to fully develop the skills needed to solve problems independently. n Children develop early mathematical skills with guidance from the childminder. They can count effectively to 10 and count their corresponding fingers to 10. The childminder offers praise, encouragement and 'high fives' for children's achievements. This helps them to feel valued and supports their sense of self- worth. n Children communicate well and can verbalise their own needs and wishes. They converse easily with the childminder, who provides a narrative of what they are doing. This supports children's language development and encourages them to engage and have a go. n The childminder accesses regular training and reading to keep her knowledge and skills up to date. She is also active in seeking support and advice from her local authority link to ensure that she meets requirements and prepares effectively for inspection.

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need to do better?

n The childminder develops relationships with parents. She shares regular and pertinent information about their children's well-being and development, including the progress check for children aged between two and three years. This enables them to work closely together to meet children's needs. n The childminder demonstrates a suitable knowledge of safeguarding. She ensures that she knows how to follow local procedures regarding a concern about a child in her care. The childminder is also fully aware of the process to follow if there are allegations against herself or members of the household. She provides a safe and secure environment and carries out risk assessments to keep children safe.

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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 support children further to use their own suggestions and creativity to maximise their learning experiences n develop teaching practice further to ensure that children are consistently given the time they need to respond to questions and solve problems for themselves.

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Setting details

Unique reference number 2652572 Local authority Buckinghamshire Inspection number 10308711 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in the Kingsbrook area of Aylesbury, Buckinghamshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

5 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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