Tsuzuki Pellegrino, Makiko

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

The childminder understands that for children to be ready to learn well they first need to feel safe and secure. She therefore places a high priority on helping children settle and see her as an adult they can trust. She understands the importance of routines, smiles and plenty of cuddles to help children feel emotionally secure. Children respond well to her approach and show they feel very 'at home' in her care.

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The provision is good

The childminder clearly identifies what she wants to teach children. She focuses well on skills and knowledge that will help ensure children are ready for the move to pre-school when the time comes. As well as gentle reminders about acceptable behaviour the childminder teaches children specific skills they need to be considerate of others. For example, she uses soft toys to show children exactly what 'kind hands' means. Children learn to cuddle and stroke these toys gently. Children remember what they have been taught. This shows the positive impact of the childminder's curriculum and teaching. By regularly repeating activities that help develop coordination and build muscle control children learn to pour water carefully, remembering to stop before it gets to the top of beakers. Children learn to handle books carefully and that both the pictures and the words help tell the story. This knowledge prepares them well for later, more formal, learning about

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need to do better?

n The childminder understands how different areas of learning connect with each other, and plans accordingly. For example, she knows that by focusing on children's physical skills she is preparing them well for later writing. She understands that stories and book support children's language development and also spark their imagination which, in turn, supports their creative development. Children develop very well across all areas of learning. n The childminder consistently supports children's language development very effectively. She models words as children play. For example, saying 'pour, pour, pour' and 'scoop, scoop, scoop' as children collect water. She listens to what children say, asking thoughtful questions that encourage children to continue with the conversation. Children develop a wide vocabulary. n Children learn accurate information. This is because the childminder carefully observes, and listens to, them as they play, gently correcting any

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need to do better?

misunderstanding. For example, when children struggle to count accurately she shows them how to gently touch each item one at a time, assigning a number as they do. Children listen, watch and then do this. n Children develop very well into curious and focused learners. The childminder provides an inviting learning environment that encourages children to explore.

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need to do better?

2 June 2025 She plans activities to specifically help children focus and build concentration. For example, she sits with children to explore boxes of curios, modelling how to look closely and talk about the detail. Children become absorbed and the childminder is able to move away, leaving the children to independently study these fascinating objects. n The childminder treats all children with respect. She recognises that children come from a range of cultural backgrounds. However, she does not build on this further to ensure children are exposed to a wide range of opportunities to learn about their own cultures or those of other people. This means the childminder is not fully supporting children to develop an understanding of the diverse world in which they live. n The childminder is highly successful at teaching children to do things for themselves. She ensures children can easily access a hand- washing station and

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need to do better?

teaches them the steps to follow to wash and dry their own hands. When children need to change clothing the childminder uses these opportunities to teach children to do this for themselves. Children become increasingly independent in meeting their own care needs. n Children are safe. The childminder supervises children closely, responds appropriately to any accidents and minimises risks in her home. She supervises them closely around technology. However, she does not currently plan how to help children learn about online safety, to best prepare them for the increasing role technology will play in their lives. n The childminder is committed to providing high quality care and education. She makes effective use of professional development opportunities to enhance her knowledge and teaching skills further. For example, she has developed a detailed understanding of how to identify and support children who may need extra help

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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 deliver a more effective programme of experiences that help children learn about the similarities and differences between themselves and other, to fully prepare them for life in modern Britain n help children gain an age-appropriate understanding of online safety, to further their understanding of how to keep themselves safe.

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Setting details

Unique reference number EY475257 Local authority Milton Keynes Inspection number 10398670 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 November 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Bletchley, Milton Keynes. She offers care on Monday to Friday from 7.30am to 5.30pm, all year round. The childminder has a qualification at level 3. The childminder offers funded early education for children aged nine months and above.

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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

2 June 2025 2 June 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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