Mrs Linda Ellen Milligan

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 coming to the childminder's safe and welcoming home. They form secure attachments with the childminder. Children frequently cuddle up to her and involve her in their play, demonstrating that they feel safe in her care. Children know the routines and boundaries well and are confident to explore the environment.

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The provision is good

The childminder has high expectations for children's behaviour. She teaches children to be polite and helps them to learn to respect other children as they play. For instance, when children are playing in the sand, she talks to them about sharing equipment and using 'gentle' hands. Older children demonstrate care and consideration towards the younger children. They recognise that they are smaller and do not understand as well as they do.

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The provision is good

The childminder plans a curriculum, which carefully considers children's interests. Activities are stimulating and sustain children's attention. Children learn to be independent and develop confidence with their self-help skills. The childminder is ambitious for what they can achieve. For example, toddlers learn use knives safely as they cut up their own fruit at snack time. Older children manage their own personal hygiene without needing support. The childminder promotes children's independence as she prompts children to find their own shoes and hats.

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need to do better?

n The childminder plans a curriculum that builds on children's experiences and interests, as well as what they already know and can do. She uses regular observations to make precise assessments of children's learning and development. The childminder identifies next steps for children and skilfully supports their progress. All children make good progress in their learning. n Children display a strong interest in books. This is because the childminder reads to them on numerous occasions throughout the day. She has a wide variety of books and uses these effectively to support children's early literacy skills. Children freely choose books to read and show an interest in stories. However, the childminder is sometimes inconsistent in her aims to promote older children's understanding of number and mathematics. Although she plans some activities, such as counting and measurement, she does not always identify when good

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need to do better?

opportunities arise to include mathematics as children play. n The childminder supports children's language and communication skills well. For example, she provides narrative during children's play and engages them in meaningful conversations. The childminder allows children time to think and respond to questions, and helps them to learn new vocabulary. Older children confidently join in with conversations, expressing themselves clearly as they play

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need to do better?

11 July 2024 alongside the childminder. n The childminder gives clear messages about healthy lifestyles. She provides nutritious snacks and children benefit from exercise, on various outings and in the well-equipped outdoor space. The childminder teaches children to maintain good standards of hygiene to promote their health and well-being. For example, children learn to go to the toilet and wash their hands independently. n Children benefit from a range of learning opportunities in the local area and wider community. They learn more about the wider world on their frequent outings to local parks and toddlers groups. Children have regular opportunities to socialise with other children and adults, which helps to support their social development well. Children are developing a strong sense of themselves and they learn about similarities and differences between people. n Partnerships with parents are strong. The childminder speaks with them daily

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need to do better?

and shares updates of children's learning and development in individual notebooks. This helps parents to support and extend their children's learning at home. Feedback from parents is positive. They value the childminder's extremely calm approach and ability to help their children learn new skills. n The childminder reflects on her setting and carefully considers where she can make improvements. She values feedback from parents and children and uses this information to effectively evaluate her own practice and identify areas for improvement. The childminder meets with early years professionals, including other childminders, to share good practice. She is committed to improving her knowledge and skills.

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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 strengthen teaching strategies to consistently promote older children's number and mathematical skills even more effectively.

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Setting details

Unique reference number 107708 Local authority Buckinghamshire Inspection number 10346909 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 7 Date of previous inspection 28 August 2018

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Information about this early years setting

The childminder registered in 1991. She lives in Chesham, Buckinghamshire. The childminder's service is open from 7.30am to 6pm, Monday to Thursday. She receives funding to provide free 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. n The childminder and the inspector completed a learning walk together around the areas of the home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n The inspector and childminder discussed an activity and talked about how it supported children's learning. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to, and interacted with, the children.

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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

11 July 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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