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 Met

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The provision is good

The childminder provides a welcoming home environment for children. She talks to children and their parents about their morning and tells them about the plan for the day. Children develop a strong sense of belonging. They are confident and show high levels of self-esteem. They are keen to introduce themselves, share their favourite toys, and play.

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The provision is good

Children learn to show care and compassion towards each other. The childminder models gentle care for the children, which helps them to do the same towards each other. For example, older children are gentle and kind towards younger children and find safe toys to share with them. Younger children eagerly seek to join older children in their games.

p.2

The provision is good

Children thrive in this setting. The childminder helps them learn about the world around them and the people in the community. She takes them on regular walks to the local market and enjoy feeding ducks along the way. The childminder re-visits prior learning. She uses this to extend children's learning and development. She uses what she knows about children's interests and adapts teaching to meet their individual needs.

p.2

The provision is good

The childminder helps children make choices and think about their own needs and wants. She offers support to help children name and talk about their emotions. She provides reassurance and encouragement to build children's confidence to express their feelings.

p.2

need to do better?

n The childminder's curriculum is well-structured to build on what children know and can do. She has a clear and ambitious vision of what she wants children to learn. She adapts her care and the learning opportunities she provides to be inclusive and effectively meet the needs of the varying ages and stages of the children who attend. n The childminder reflects well on her own teaching and learning. She completes regular online training to stay up-to-date with changes in legislation. She also learns new skills, such as how to further extend children's communication and language, which helps support children's learning. n Good relationships with the local pre-school help the childminder work with them closely to provide a consistent approach. This helps children get ready for the next step in learning as they prepare to start attending pre-school. n The childminder uses what children have learned before to help them develop

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need to do better?

and extend their skills. Through conversation during walks in the local community the childminder talks about the people and things they see. She

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need to do better?

5 June 2024 models language and introduces new vocabulary. Children learn to hold thoughtful discussions with each other and the childminder. n Children understand early mathematical concepts appropriate to their age, stage, and interests. The childminder poses questions, for example, she asks children how many if they had one more. This encourages children counting skills and they begin to learn to predict how many they will have. They identify colours and make choices about the coloured dough they would like to play with. n Children are beginning to learn some self-care skills for managing their own personal care needs. However, the childminder is not consistent in her expectations of what she wants children to be able to do independently. For example, at times she does simple tasks for children they could do themselves, and does not consistently remind children about hygiene routines. This does not

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need to do better?

fully support children to develop their self-care skills. n The childminder build positive relationships with the children. This helps them form secure attachments that promote their well-being. Younger children seek comfort and support from the childminder, and she is quick to respond and meet their needs, such as cuddles or a helping hand as they begin to pull themselves up to stand. n The childminder sets clear expectations for children's behaviour. She models constructive interactions and this helps children show positive attitudes towards their learning. They are beginning to manage their own feelings and behaviours and understand how they have an impact on others. Older children learn to negotiate and take turns with their favourite toys. The childminder praises their attitude towards each other and their kind interactions. n The childminder builds positive relationships with parents. She has developed

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need to do better?

effective two-way communication where parents and the childminder work together. They share children's learning and interests and talk about how parents can support 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.

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should:

n strengthen opportunities for children to build on and develop their independence skills particularly their personal care needs.

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Setting details

Unique reference number EY441443 Local authority Milton Keynes Inspection number 10339204 Type of provision Childminder

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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 6 Date of previous inspection 4 July 2018

p.4

Information about this early years setting

The childminder registered in 2012. She lives in Olney, Buckinghamshire. She holds a relevant qualification at level 3. The childminder offers care all day, Monday to Friday, all year round. The childminder is registered to receive funding for the provision of free early 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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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 June 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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