Childminder in Milton Keynes

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder effectively helps children settle and feel welcome. For example, she makes sure children's favourite toys are available when they have not been in her care for a period of time. Children quickly settle back into routines, and enjoy being with the childminder and other children. Children know where to find toys and resources, and enjoy opportunities to play indoors and in the childminder's garden. Children behave typically for their age and sometimes need help to remember rules and follow them.

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The provision requires improvement

The childminder makes accurate assessments about what children know and can do. However, she does not make consistently effective use of this knowledge to plan a sequenced programme of learning to build further on each child's abilities. She plans some activities broadly based on different areas of learning, such as mathematics or physical development, but does not fully consider her role in helping children join in, focus and learn what they most need to from them. Children often move away quickly, missing out on useful potential learning. That said, some aspects of the childminder's teaching are more effective. For example, children show they have learned well from regular story times. They join in with repeated refrains from well known books. Older children turn the pages as they 'pretend read' to younger children, developing their early literacy skills.

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need to do better?

n The childminder provides a range of resources that enable children to practise their existing skills and embed existing knowledge. For example, children develop their coordination as they play on ride-on toys in the garden. Children enjoy talking about different parts of their bodies with the childminder, which extends their vocabulary. n The childminder has made use of some professional development opportunities. However, this has not helped her develop a clear understanding of her role in supporting children's learning. When children show they need support to join in, and focus on, some activities, the childminder does not consistently offer that help. This is partly because the childminder has not yet achieved an effective balance between allowing children to follow their own interests, and intervening when needed to ensure doing so results in useful learning. n The childminder takes children on outings to explore their local community and

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need to do better?

the natural world. Children enjoy these trips and show they remember what they did. For example, children talk excitedly about a recent trip to a petting farm and the different animals they saw there. n The childminder offers praise to build children's self-esteem. For example, she notices when children use messy resources they have shied away from before. This helps build children's confidence to continue to explore new textures, to

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need to do better?

11 September 2024 widen their experiences. n Weaknesses in some aspects of the childminder's practice lead to times when children become a little disruptive and need support to re-engage in their play. At these times the childminder does not consistently support children to understand what is expected of them. As a result, this pattern of behaviour persists. n The childminder effectively helps children become more independent in meeting their own needs. She works with parents to do so, such as when it is time to begin toilet training with children. The childminder gives children the time they need to try and do things for themselves. Children are confident to wash their own hands and put on their coats and shoes. Parents report that their children are happy and enjoy being with the childminder. n The childminder encourages children to develop a positive attitude towards following an active lifestyle. Children enjoy the daily opportunities to play outside

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need to do better?

and move around energetically. n The childminder has some resources that reflect different cultures. She answers children's questions about the similarities and differences between themselves and others, such as about hair colour. However, she does not plan and deliver a range of experiences that help children learn about the diversity of modern Britain.

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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.

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Due date

develop a better understanding of how to plan an effective curriculum, and use to consistently deliver a range of learning experiences that effectively help children build on what they already know and can do. 25/10/2024

p.3

should:

n develop a wider range of effective strategies to help children understand, and

p.3

should:

11 September 2024 cooperate with, expectations around behaviour n improve opportunities for children to learn about the diverse world in which they live.

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Setting details

Unique reference number EY462696 Local authority Milton Keynes Inspection number 10359984 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 4 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered 2013. She lives in Shenley Brook End, Milton Keynes. The childminder offers care 8am to 5pm, Monday to Tursday, throughout the year. The childminder offers funded early education for children aged two, three and four years.

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Inspection activities

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

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 September 2024 11 September 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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