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 Requires improvement

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The provision is good

The childminder has evaluated her curriculum since her last inspection. She has reviewed and strengthened the intent of what children will learn and now has a strong focus on developing the key skills young children need for their future. Children learn to be independent, confident and sociable. The childminder plans activities that encourage children to develop these skills. For example, the childminder takes children on outings outside of the home, where they learn to play with others. Children learn about their bodies in preparation for getting ready for toilet training. The childminder praises children warmly and encourages them to follow their interests and talk about what they enjoy doing. In turn, this boosts their confidence and interest.

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The provision is good

The childminder has a good understanding of how young children develop and acquire language. She knows that children will develop understanding of language prior to talking and ensures that children hear new words in context, building on their emerging vocabulary. Children are confident talkers, including when they learn English as an additional language. The childminder talks to children throughout the day, engaging them in meaningful two-way conversations.

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The provision is good

Overall, the childminder supports children's physical and emotional well-being successfully. She gives children clear and concise guidance, explaining expectations so that children understand. This helps them to feel safe and behave well as they know the rules and the reasons for them.

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need to do better?

n The childminder implements her curriculum well. She provides short, adult-led activities, guiding children's learning. These are planned well to suit children's attention spans and to motivate them. Children explore activities at their own pace. They have freedom to immerse themselves and practise skills, such as threading pipe cleaners into colanders and coiling them around their fingers to make springs. This stimulates children's curiosity while helping them to develop the small muscles in their hands. n Children use their mathematical learning in their everyday play, such as through sorting, ordering and counting. The childminder helps children to explore their natural interest in shape and size by providing them with a range of activities and resources to explore this. For example, they post different-sized conkers into bottles to see if they fit. This helps children to learn about size and shape in a

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need to do better?

creative way. n Children are physically active. They balance on stepping stones, steadying themselves and asking to hold the childminder's hand for support. After a short time, they are less reliant on adults for support as they wobble, right themselves

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need to do better?

2 October 2024 and balance with increased confidence. This shows children's tenacious attitudes and growing confidence and skill. n The childminder does not always actively encourage children to learn about healthy eating and how to make positive choices around food and drink. For example, she does not offer children healthier alternatives at each snack time or encourage children to drink water when they prefer juice. She has yet to develop her curriculum to promote children's learning about how and why it is important to look after their dental hygiene. n Children show their close relationships with the childminder. They enjoy comfort and affection and show they feel settled and secure in the home-from-home environment. n Children quickly become tired after eating their lunch. The childminder recognises this, but does not plan the routine and activities to help children to become rested and ready for sleep. As a result, children become tearful and

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need to do better?

overstimulated before they go for a nap. n The childminder has engaged in a wide range of training and professional development. This has boosted her understanding of how children learn. Through specific training, the childminder has become more alert to safeguarding risks in her local area and considers how she can enhance her safeguarding practice to help keep children safe in her care. n The childminder visits children at home before they start in her care. From the beginning, this supports her to develop close, professional relationships with parents. She plans how to meet children's needs and understands about their home lives and experiences. This means she can tailor her teaching to focus on children's stage of development and what interests them. It also strengthens the good working relationships the childminder establishes with families.

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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 encourage more opportunities for children to learn about healthy eating and the effect it has on their bodies n adapt the daily routine and activities to encourage children to adjust from playing and eating to getting ready for sleeping.

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Setting details

Unique reference number EY292215 Local authority Milton Keynes Inspection number 10326115 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 12 Number of children on roll 11 Date of previous inspection 29 November 2023

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Information about this early years setting

The childminder registered in 2004 and lives in Loughton, Milton Keynes. She offers care from 7.30am to 6pm, Monday to Friday, throughout the year. She sometimes works with two assistants. The childminder has a recognised childcare qualification at level 4 and an assistant has a recognised childcare qualification at level 3.

p.4

Inspection activities

n The inspector discussed the intent of the curriculum, observed its implementation during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector and the childminder completed a joint observation. Throughout the inspection, the inspector spoke with the childminder, her assistant and the children at suitable times. n The views of parents were obtained through written feedback and discussions. n The inspector looked at documentation that supports the suitability of the childminder, her assistants and household members, including Disclosure and Barring Service checks.

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Inspection activities

2 October 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

2 October 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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