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 Good

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The provision is good

Children are happy and settled with the childminder. She provides a warm and welcoming environment where children are safe and secure. She builds positive and caring relationships with children and their families. This helps children develop a sense of belonging. They are curious and enthusiastic learners who quickly engage in their choice of play.

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The provision is good

Children practise and develop their physical skills. Young babies are beginning to develop gross motor skills as they use their bodies to reach for toys. Older children develop their fine motor skills and hand muscles through small parts play. For example, children thread wooden rings onto their fingers and balance them. The childminder offers suggestions and new resources to help children explore their skills further.

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The provision is good

Children are confident communicators. The childminder models communication and language well. She engages in conversation and repeats language back to children to help them secure their skills and introduce new vocabulary to extend their learning.

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The provision is good

Children show positive attitudes and behaviour through their play and learning. They show care and kindness to others and are beginning to learn to take turns. The childminder has high expectations of children's behaviour. She explains calmly to children about safety when climbing. Children use good manners, saying 'please' and 'thank you' without prompting. The childminder praises and encourages children. This helps develop their confidence and self-esteem.

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need to do better?

n The childminder has a clear ambition for what it is she wants children to learn during their time in her care. She plans a wide variety of activities and learning experiences for children. She observes and assesses progress to help build on what children already know and can do, and to develop their skills and abilities in their next steps of learning. She talks to children during their play to find out what they remember and understand from prior learning. n The childminder plans to meet the needs of the varying ages of children in her care effectively. Young babies receive the comfort and care they need to feel secure and settled. The childminder shows care when feeding young babies, talking with them as they cuddle in for their bottle of milk. Older children develop their fine motor skills through activities such as puzzles and painting. The childminder demonstrates how to put puzzle pieces together to help children

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need to do better?

succeed. n The childminder presents information clearly as she talks to children during their

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need to do better?

27 November 2024 play. She models language to children and asks them about the toys they are exploring. She sings and makes up songs with children about the toys and games they are playing. This helps children's communication and language development. They enjoy singing and joining in with actions. They listen to stories and talk about their favourite parts and what they remember happens in the story. n The childminder helps children learn about colour and develop their understanding of mathematics. For example, she asks the children what colours they are using as they paint pictures. Children identify colours, and the childminder praises and encourages them. Children show pride in their achievements. n The childminder sets clear expectations of behaviour. She models how to care for the toys and resources. She explains to children that toys can break if not looked after. Children learn to take care of their toys and to put them away when

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need to do better?

they have finished. This helps children learn to respect and care for the toys they play with. n The childminder develops positive and effective relationships with children and their parents. She talks with parents about children's starting points and what their interests are. However, she does not fully explore the languages spoken in the children's homes. This means that she doesn't always have the fullest picture of the children's home experiences to be able to reflect these positively during discussion and activities. n Children learn about their bodies and what makes them unique. The childminder helps children to manage and care for their own personal hygiene needs. She gives praise and encouragement for children beginning to learn to wash their hands ready for snack time. She gives children opportunities to try for themselves and offers help when needed.

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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 arrangements to identify the languages children hear and speak at home to be able to support their sense of self-identity and all-round language development more fully.

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Setting details

Unique reference number EY544587 Local authority Milton Keynes Inspection number 10367425 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 5 Date of previous inspection 7 February 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Newport Pagnell, Buckinghamshire. The childminder offers care from 8am to 6pm, Monday to Friday, for most of the year. She holds an appropriate childcare qualification equivalent to level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector spoke to the children to find out about their time at the setting. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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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

27 November 2024 27 November 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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