Bwalya, Paxina

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

The childminder and her co-childminder form an effective team. They know the children they look after well and plan a curriculum that focuses effectively on the skills children most need to learn next. The childminder understands how important it is for children to develop the vocabulary they need to express their needs and opinions. She, therefore, places a high priority on developing children's communication skills, especially for children who speak English as an additional language. Children learn new words and phrases. As children play, the childminder gives younger children new words to describe what they see, such as 'blue car' and 'long train'. She further extends older children's vocabulary. For example, as children play with toy cars she introduces the word 'mechanic', explaining what this is and helping children incorporate this new word into their play. The progress children make with their speaking and listening skills helps them access other

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The provision is good

learning too. Children are able to enjoy their learning and become increasingly involved in activities.

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The provision is good

Overall, children behave typically for their age and the childminder is consistent in her messaging about acceptable behaviour. Children show they feel very 'at home' with the childminder and the co-childminder. They respond to the childminder's warm smiles and encouragement. They enjoy the company of other children and show they feel safe, secure and welcome.

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need to do better?

n The childminder works with parents effectively to identify if children may need some extra support to reach their full potential. She then works with other professionals to plan for children's specific needs. She models back words clearly to children who need support with their pronunciation. Where children need to develop confidence to speak she leaves plenty of gaps in conversations for them to think and respond. This good practice means that children catch up well with their peers. n The childminder plans and delivers a very effective curriculum for mathematics. She uses routines well to encourage accurate counting. She plans fun ways for children to learn about size. For example, children enjoy pulling clothing out of a bag and having to work out if they are too big or too small to fit a much loved toy dog. Children show they are remembering what they have learned and confidently use mathematical language in their own play.

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need to do better?

n Overall, children join in well with the activities on offer. However, sometimes younger children show they are a little overwhelmed and find it hard to join in when the resources are more suitable for older children. At these times, younger children can become frustrated and miss out on useful learning opportunities. n The childminder intervenes when needed to manage any instances of more

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need to do better?

22 July 2024 challenging behaviour. However, the childminder does not specifically plan, or grasp spontaneous opportunities, to help children develop the understanding and strategies they need to better manage their own emotions. As a result, the need for the childminder to intervene persists. n Children are supported well to become increasingly independent in doing things for themselves. As the beginning of school approaches for children, the childminder focuses well on teaching them to look after their own belongings, put on their own shoes and coats and manage their own personal care needs. These skills help children feel confident about the move to school. n The childminder meets children's care needs diligently. She knows that routine and continuity from home can help children settle and feel safe. There are well embedded routines in regard to eating, sleeping and energetic play. Children show they understand these well, often anticipating what is going to happen

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need to do better?

next. The sense of security the childminder creates has a positive impact on children's well-being. n The childminder continues to develop her skills. She reflects well on learning from training, using her new knowledge to enhance learning opportunities for children. For example, she has used training on 'story sacks' to increase the ways that she uses these, to deliver teaching focused on other aspects of the curriculum beyond literacy and language development.

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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 more effectively to develop the skills they need to begin to manage their own emotions and consider the needs of others n consider more closely the needs of younger children when planning some activities, to better enable them to join in and learn well from them.

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Setting details

Unique reference number EY546281 Local authority Milton Keynes Inspection number 10355958 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 12 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Milton Keynes. She works with a co- childminder. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded 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 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.

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Inspection activities

22 July 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.

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Inspection activities

22 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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