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

All children are happy and confident in this home-from-home setting. The childminder has strong bonds with children and knows them well. She has high expectations for children's behaviour and development and is a good role model. She gives children clear instructions and has rules in place to keep children safe. Children explore activities with enthusiasm and curiosity. They use their imaginations as they play and they use a variety of equipment to create their own games. For example, children play with building bricks to make imaginary ice- creams which they pretend to eat on a hot day.

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The provision is good

Children happily sing a range of well-known rhymes, with actions and enjoy listening to stories. Children show a love of books and re-tell stories through pictures. Children are able to link stories to prior learning. For example, while reading the story, 'The Very Hungry Caterpillar,' they recall how they watched their five caterpillars grow and turn into butterflies. The childminder provides plenty of opportunities for children to be outdoors and be physical in the day. She plans regular outings, so the children can explore large outdoor areas and develop new physical skills. Children explore local wooded areas and use a range of equipment at local parks. In addition, they undertake exercise intended to help them to relax, such as yoga.

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need to do better?

n The childminder has developed an ambitious curriculum for the children who attend. She gathers useful information when children start at her setting. She uses this to sequence their learning and knows the children well. The childminder can talk about what the children can do, what she wants the children to learn, how they will do this and why. n Overall, children develop good communication and language skills. The childminder introduces new language into children's play to build on their vocabulary skills. For example, children learn a range of new words, such as 'aubergine', 'floating' and 'flutter'. Older children confidently answer questions posed to them. However, at times, younger or less confident children are not given enough time to think through and answer, to share their ideas and broaden their communication skills fully. n Partnerships with parents are strong. The childminder shares regular information

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need to do better?

with parents about what children have been learning and the progress they are making. In addition, she provides parents with information about how to support children's learning at home. The childminder knows that by working together and sharing relevant information they can meet children's needs more effectively. n Children begin to manage their own self-care needs well. For example, the

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need to do better?

15 August 2024 childminder teaches children how to wash their hands ahead of mealtimes and put their shoes and coats on by themselves. The childminder uses routine times to encourage children to practise their developing independent skills. For instance, children top up their own water from the water dispenser and self- serve their own fruit, using tongs competently. This helps them to become more confident and independent. n The childminder gives consistent messages to children to help them to understand rules and boundaries. She is a positive role model and her expectations for every child are high. This supports children to learn to manage their emotions and regulate their behaviour. n The childminder demonstrates a genuine enjoyment of her work. She works hard to maintain quality and develop her own practice. The childminder takes time to seek out new knowledge, through forums, webinars and face to face

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need to do better?

training. She is motivated to read, review and reflect on how to improve the service she provides. For example, the childminder has recently undertaken training focusing on children's learning post COVID-19, especially focusing on communication and language, early mathematics, and personal, social, and emotional development. This has had a positive impact on her planning of activities and the environment to increase children's learning. n Children are provided with plenty of opportunities for them to learn about the world they live in. For example, the childminder takes the children regularly to her allotment. Children are taught her ethos of 'field to fork,' and learn how to plant and grow fruit and vegetables. Children learn how to cook and eat the produce they have grown. This helps them develop an understanding of the world around them and the community they live in.

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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 support for younger, less confident children to think through and answer questions and further develop their communication and language skills.

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Setting details

Unique reference number 2661649 Local authority Milton Keynes Inspection number 10350579 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 Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Milton Keynes, Buckinghamshire. She operates Monday to Friday, 7.30am to 6pm, all year round. The childminder has a relevant level 3 qualification. The childminder receives funding for the provision of free early education for children aged three 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 their evaluation of the setting. n The inspector completed a learning walk with the childminder, through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took these views into account. n The inspector talked to the childminder and children at appropriate times during the inspection and took account of their views. n The childminder carried out a joint observation with the inspector. n The inspector looked at a sample of the documentation. This included evidence about suitability and qualification records.

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Inspection activities

15 August 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

15 August 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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