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 enjoy coming to the childminder's safe and welcoming home. They have formed close relationships with the childminder. Children turn to the childminder for help and comfort if they need it. They feel safe and secure as a result. The childminder has high expectations of children and gives gentle reminders to guide their behaviour. For example, they say 'please' and 'thank you' and learn how to be kind and helpful. The childminder is a positive role model who provides children with plenty of praise and encouragement. This supports children's self-esteem and confidence effectively.

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The provision is good

The childminder plans a curriculum that builds on what children already know, their interests and their personal experiences. Children have a range of opportunities to explore their local community. The childminder uses activities and outings to introduce new ideas and social experiences. For instance, they visit local parks and shops and meet new children. This helps children to develop confidence in new social situations.

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The provision is good

Children have many opportunities to develop an understanding of early number. They explore numbers within the environment and begin to gain an understanding that a number has value. This helps to prepare children for their next stage in learning, including their eventual move to school.

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need to do better?

n Since the last inspection, the childminder has addressed the recommendations made. For instance, she now gathers more information from parents about children's levels of development before they start at the setting. This helps her to provide good consistency in care and learning. The childminder plans a curriculum full of activities and experiences that interest children. However, during some activities, the childminder does not consistently build on the skills children need to learn next to raise their achievements to an even higher level. n Parents appreciate the good care and interesting experiences that the childminder provides for their children. The childminder ensures that parents receive information about every aspect of their children's care and learning. For example, she uses daily communication and online messaging systems. The childminder works with parents to encourage children in their personal care and

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need to do better?

self-help skills. n The childminder teaches children to maintain good standards of hygiene to promote their health and well-being. For example, she reminds children to drink water frequently and encourages them to eat fruit for their snack. They learn to wash their hands independently before eating. Children have daily access to fresh air and exercise. For instance, they have a range of opportunities to

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need to do better?

6 March 2025 explore and be physically active when they play in the garden or visit local parks. n Children have opportunities to respect and understand other people's similarities and differences outside of their own communities and religious beliefs. Children learn about a range of festivals and the traditions of other countries. For instance, children dress up in Nigerian costumes and learn how to dance. n The childminder provides a variety of activities for children to develop their literacy skills. She has a wide selection of books and uses these to stimulate children's interest in reading. Children are able to choose books to read independently. They display good fine motor skills as they use their imagination to draw and paint. Children have fun drawing around their hands and feet with different-coloured pens. They relish using paints to create rainbow colours. n The childminder supports children's communication and language development

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need to do better?

well. She builds on their speech and language skills by, for instance, using simple sentences and maintaining a narrative as they play. However, on occasion, she does not correct children's mispronunciation or model vocabulary accurately. This means that children are not always able to hear or learn new words, and their pronunciation can be unclear. n The childminder reflects on her practice. She has conversations with both parents and children to improve her setting. For example, she uses questionnaires to seek their views. The childminder updates her knowledge by accessing online training courses to improve her professional skills, such as a wider understanding of safeguarding concerns.

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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 place a sharper focus on planning more precisely for children's next steps in learning to help them make even better progress n ensure the correct language and pronunciation are modelled consistently, to fully support children's developing vocabulary.

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Setting details

Unique reference number EY550432 Local authority Milton Keynes Inspection number 10380622 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 17 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Crownhill. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She occasionally works with an assistant. The childminder provides funded early education for children.

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Inspection activities

n The childminder and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises. n The inspector and childminder discussed an activity and talked about how it supports children's learning. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with the children.

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Inspection activities

6 March 2025 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

6 March 2025 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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