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

The childminder works extremely well with her two co-childminders. They communicate extremely well to support the smooth running of the setting. Each child has their own key person, though all adults know and understand all the children extremely well. Children are happy and settled. They enjoy their time in this calm and caring provision.

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The provision is good

The childminder has developed a suitable curriculum and is very clear about what she would like children to learn, ready for nursery or school. This focuses initially on the prime areas of learning and then she skilfully weaves in the specific areas when children are ready to learn more. The childminder understands how to plan a curriculum to sequentially build knowledge and skills over time. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language (EAL), are fully included. All children make good progress from their starting points.

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The provision is good

The childminder is a good role model for children, interacting with them quietly and calmly. She is patient and kind to the children. Children follow her good example and are very kind to each other. For example, they offer to help each other get ready to play in the garden.

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need to do better?

n The childminder has a vision for all children to make good progress and be ready for school. She has identified skills and knowledge she wishes children to develop before they move. For instance, being able to manage their own toileting needs and clothing, and to make relationships with others. She uses observations and required progress checks effectively to ensure children make the desired progress. Children with SEND are fully included and receive additional support and time as and when they need it. n The curriculum relating to communication and language is robust. The childminder encourages children to use language effectively to communicate their needs, wants and emotions. She also engages children in two-way conversations where they can share their knowledge and ideas. Children with EAL are very well supported. The childminder reinforces new language and vocabulary, while carefully giving children time to share their thoughts and to

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need to do better?

answer any questions. This supports all children to communicate confidently. n The childminder threads numbers and mathematical language through everyday activities and experiences. For example, when threading large buttons children confidently count those on their string to beyond 10. They also describe the speed of the cars going down the track. Children become familiar with these concepts and start to use them naturally.

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need to do better?

24 April 2024 n The childminder helps children to manage minor disagreements well. She explains about turn taking and children know how to use the sand timer to indicate when it is their turn. Children are polite and use good manners, saying please and thank you to adults and their peers. This supports children to behave well and build positive relationships with others. n The childminder works in partnership with parents. She obtains relevant information when children first start, which she then builds on to decide on the next steps in children's learning. However, parents are not fully aware of their children's next steps and what specifically is being worked on by the childminder. Despite this, parents report they are very happy with the care their children receive. They particularly value the wide range of experiences, visits and activities provided. n Children's development of independent skills is fostered particularly well. The

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need to do better?

childminder offers many opportunities throughout the day for children to practise the relevant skills. For example, they try very hard to manage their own shoes and coats to go outside. They also serve themselves food at snack and mealtimes, using tongs. This supports children well for the eventual move to school. n The childminder takes children on regular visits and trips, where they are able to learn about the local community and world around them. Children also play in the garden daily, where they have opportunities to develop their large motor skills. They enjoy using the balance bikes to move around and navigate the space successfully.

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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 strengthen the arrangements for sharing information with parents about the next steps in their child's learning, to enable them to continue to support their child's learning at home even more effectively.

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Setting details

Unique reference number 2661886 Local authority Milton Keynes Inspection number 10260108 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She lives in Milton Keynes, Buckinghamshire. The childminder works with two other childminders. She offers care Monday to Friday, 7.45am until 4.30pm, for most of the year. The childminder holds an appropriate childcare qualification equivalent to level 3. The childminder provides funded early education for children aged two, three and four years old.

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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 provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. 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

24 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.

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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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