Childminder EY501352

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

Children settle quickly in the childminder's warm and welcoming home. They understand the routines of the day and know what to expect, which helps them to feel secure. The childminder is highly responsive to children's individual needs. She recognises when toddlers are hungry or tired and swiftly attends to their needs.

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The provision is good

The childminder has high expectations for children's behaviour. Children receive praise and encouragement during their interactions with the childminder. She gives them gentle reminders to guide their behaviour. For instance, when children are playing, she talks to them about sharing equipment and using 'gentle' hands. Consequently, children learn to play happily together. Older children demonstrate care and consideration towards the younger children. They recognise that toddlers are smaller and do not understand as well as they do. Children behave well.

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The provision is good

The childminder's curriculum builds on what children already know, their interests and their personal experiences. Activities are stimulating and sustain children's attention. Children learn to be independent and develop confidence with their self- help skills. The childminder is ambitious for what they can achieve. For example, toddlers learn to use tools such as knives safely as they try to cut playdough. Older children manage their own personal hygiene without needing support.

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need to do better?

n Partnership with parents is strong. The childminder regularly shares information with them through daily communication and online messaging systems. She regularly updates parents about children's learning and development. Feedback from parents is highly positive. Parents appreciate the progress their children have made and highly value the childminders' support. n The childminder knows each child very well. She collects detailed information from parents when their children first start at the setting. This helps her to provide good consistency in care and learning. The childminder regularly observes children's play and uses her assessments to consider what children need to learn next. She plans enjoyable and challenging activities to support children's learning further. As a result, all children, including those with special educational needs and disabilities (SEND), make good progress from their starting points.

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need to do better?

n The childminder supports children's language and communication skills effectively. She sits with children as they play and talks to them about what they are doing. The childminder allows children time to think and helps them to learn new vocabulary. However, on occasion, she does not correct children's mispronunciation of words. This means that it is sometimes difficult for children to make themselves understood.

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need to do better?

18 September 2025 n Children benefit from a range of learning opportunities in the local area and community. The childminder takes children to music groups and the local library. They visit local parks and frequently play with other children from the local childminder network. They meet new children and develop confidence in different social situations. As a result, children are also developing an understanding of the world around them. n The childminder ensures children are ready to move on to the next stage of learning and school. For example, she extends their learning by helping them to make marks and recognise their names. She focuses on children's independence and self-care. Even the youngest children learn to follow good hygiene routines. n Children display good fine motor skills when shaping playdough and mark making. They have many opportunities to develop their gross motor skills in the well-resourced garden by, for instance, balancing, climbing steps and using ride

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need to do better?

on toys. The childminder helps children to develop their mathematical skills. For example, children are encouraged to recognise shapes and count confidently. However, at times the childminder does not recognise opportunities to extend and reinforce children's understanding of other mathematical skills, such as measurement n The childminder reflects on her setting and carefully considers where she can make improvements. She values feedback from parents and children and uses this information to effectively evaluate her own practice and identify areas for improvement. The childminder meets with other childminders, to share good practice. She is committed to improving her knowledge and skills.

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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 ensure words are modelled consistently, in order to fully support children's pronunciation and developing language skills n make the best use of opportunities that arise in children's everyday play and activities to further extend children's understanding of mathematical skills, such as measurement.

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Setting details

Unique reference number EY501352 Local authority Milton Keynes Inspection number 10398460 Type of provision Childminder

p.4

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 23 October 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Newport Pagnell. She provides care five days a week, from 7.30am to 6.30pm, all year round, except for family holidays. The childminder 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 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 outdoors 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

18 September 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

18 September 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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