Rahman, Aysha

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

Children feel safe and secure in this warm and welcoming setting. They form strong attachments with the childminder and receive plenty of reassurance to help them to feel safe and secure. She is attentive to children's needs and responds quickly. For example, the childminder sensitively acknowledges when children are upset, helping them to manage their feelings. The childminder encourages and celebrates children's achievements, which supports children's self-esteem and confidence very effectively. She is a good role model and as result, children learn to take turns, share toys and play happily. Children behave well.

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The provision is good

The childminder demonstrates a good understanding of how young children learn and provides resources that encourage children's curiosity and interest. She builds her curriculum around children's interests and introduces new themes through planned activities. The childminder plays alongside children and interacts positively with them. Children are keen learners. They display high levels of concentration as they explore and choose from the range of stimulating resources. For instance, children choose a box of stamps and spend time thoughtfully selecting and making patterns. They show positive attitudes to developing their skills. For example, older children recall nursery rhymes and join in enthusiastically as they dance and sing along together.

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need to do better?

n The childminder collects detailed information from parents when their children first start. For instance, she finds out about children's interests, current levels of development and their routines. This helps her to provide good consistency in care and learning from their arrival at the setting. The childminder uses assessments of children's development to help them achieve their next steps in learning. This supports children to make good progress from their individual starting points. n Children thoroughly enjoy spending time outside. They benefit from daily opportunities for fresh air and exercise. Clear explanations support children as they learn how to cross roads safely on their way to the park. Children become familiar with the natural world as they excitedly watch squirrels in the park. They develop their large-muscle as they use the play equipment and run and jump joyfully in the outside spaces.

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need to do better?

n The childminder understands the importance of promoting children's language and communication skills. She speaks clearly with children and supports them in learning and using new vocabulary. For example, children learn that horses live in a 'stable' as they discuss animals on the farm. Overall, children communicate well for their ages and eagerly respond to questions and instructions. However, the childminder does not always challenge children who are reluctant to speak to

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need to do better?

8 May 2025 respond and develop their skills even further. n Children receive experiences that enhance their awareness of their local community. The childminder uses activities and outings to introduce new ideas and social experiences. For instance, they ride on buses, visit local parks and farms and meet other children. This helps children to develop confidence in new social situations. Children benefit greatly from these real-world experiences. n Partnerships with parents are strong. The childminder speaks with them daily and shares updates about their learning and development through online communication and daily feedback. This helps parents to support and extend their children's learning at home. Feedback from parents is highly positive. Parents comment on how well their children are progressing and appreciate how safe their children are in the childminder's care. n The childminder makes good use of adult-led activities to challenge children

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need to do better?

further. For example, children are encouraged to identify the days of the week. They talk with excitement about the 'cloudy sky' as they consider what they weather is like. The childminder offers activities that include opportunities to reinforce counting, such as reciting nursery rhymes. However, she does not provide as many opportunities for children to practise their counting and early mathematical skills during their play. n The childminder reflects effectively on her practice to drive forward improvements in her setting. She meets with other childminders to share ideas and good practice. The childminder also ensures that any assistants she works with receive the necessary training to support them in their roles.

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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 interactions with children who are reluctant to speak, enabling them to make the best possible progress with their speech and language development n make even better use of opportunities that arise in children's everyday play and activities to support children to practise their number and early mathematical skills.

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Setting details

Unique reference number 2714198 Local authority Milton Keynes Inspection number 10392353 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Emerson Valley, Milton Keynes. She operates from Monday to Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for eligible children and holds an appropriate qualification at level 3.

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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 held a number of discussions with the childminder throughout the inspection. 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 A joint evaluation of an activity was discussed by the inspector and the childminder. n The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to and interacted with the childminder's assistant and the children.

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Inspection activities

8 May 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

8 May 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

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