Miller, Melanie Joy

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

p.1

The provision is good

Children feel very at home with the childminder. They confidently express their views and opinions. For example, children explain why they would like a snack or why they do, or do not, want to go outside. The childminder listens respectfully to what they say, adapting routines and plans accordingly. This builds children's sense of belonging. The childminder offers lots of smiles and encouragement as children go about their day. Children trust her to look after them. They spontaneously reach out to her for cuddles if feeling a little unsure. They receive the reassurance they need to soon feel better and happily return to their play. Children receive consistent and clear guidance as they learn to regulate their emotions and consider the needs of others.

p.2

The provision is good

The childminder has developed a curriculum of learning, with a clear focus on skills and knowledge that will be very useful to the children who attend. She focuses well on supporting children's social and emotional skills. She understands that if children can learn to share, listen to each other and do things for themselves, then they will be able to enjoy other learning too. She is ambitious for all children, planning a broad range of experiences to help them develop lots of new skills and knowledge.

p.2

need to do better?

n The childminder has made very good use of training opportunities to develop her teaching skills. For example, she has worked with a mentor to develop a deeper understanding of how to develop a meaningful curriculum of learning for all children. This has enabled her to clearly identify what she wants children to learn, and to plan activities that will support this learning intent. n Children develop well into confident communicators. This is because the childminder consistently models clear and relevant words and phrases for them. She ensures children listen to stories every day. She encourages all children to share their ideas and opinions, giving them plenty of time to think and formulate their replies to questions. n The childminder knows that for children to remember long-term what she has taught them they need plenty of opportunities to practise developing skills and revisit learning experiences. She plans activities well with this in mind. For

p.2

need to do better?

example, she re-reads favourite stories with children and encourages them to act out these stories in their play. She holds conversations with older children about the characters in the stories to check what they have remembered. n The childminder wants to provide children with lots of toys and resources, so they can make choices about what to do. However, in her enthusiasm to do so, she provides so many different toys that children sometimes become easily distracted from useful activities that the childminder wants them to engage with. This does not best help children develop their concentration and perseverance.

p.2

need to do better?

22 April 2024 n Children develop good levels of independence. The childminder successfully teaches children all the different skills that mean, when put together, they can do things for themselves. For example, children can chop their own fruit because the childminder has shown them how to hold a knife in one hand and use the other one to apply the pressure needed to cut. n Overall, the childminder has developed a clear programme of learning across the different areas of learning. However, she has not clearly developed her curriculum aims in relation to helping children learn about their own and other people's cultures. Children do not take part in a wide range of experiences to help them develop their understanding of the diverse world in which they live. n Parents speak highly of the childminder. They are pleased with the progress their children make and the support the childminder offers as children work towards

p.2

need to do better?

reaching developmental milestones. For example, parents appreciate the advice the childminder offers as children learn to manage their own emotions. The childminder regularly shares information with parents about children's interests and developing skills, recognising how parents can then use this to build further on children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n improve the organisation of the learning environment, to better help children focus on planned learning experiences n enhance the support to help children learn about their own and other people's cultures.

p.3

Setting details

Unique reference number EY499168 Local authority Milton Keynes Inspection number 10335222 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 7 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Monkston Park, Milton Keynes. She operates for most of the year from 8am to 5pm, Monday to Friday. The childminder offers funded education for children aged two, three and four years.

p.4

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 childminder. n The childminder spoke with the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the impact on children's learning. n Parents shared their views and the inspector took these into account. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

22 April 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.

p.4

Inspection activities

22 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6