Childminder in Bristol

Inspection date

Previous inspection date 18 November 2015 24 November 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder and her assistant know the children that they care for well. They build strong relationships with them and this supports children's confidence and self-esteem well.  Children feel safe and secure, and are confident and eager to engage in the learning activities that the childminder offers. They make good progress in their learning.  The childminder's teaching of mathematics and language is strong.  The childminder and her assistant are good role models. Their respectful interactions help children learn to respect others and children's behaviour is good.  The childminder monitors children's progress closely to identify where children's progress is not as expected and puts in place strategies to address this and narrow any gaps.  The childminder develops strong communication links and works closely with parents to provide consistency and continuity in children's care and learning experiences.

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It is not yet outstanding because:

 The childminder does not always use opportunities that arise during activities to encourage children to talk about and link with their previous knowledge and experiences, to further extend their learning.  The childminder does not make the most of all opportunities that arise in everyday activities to help children develop their understanding of good practices with regard to eating.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 use opportunities during activities to help children make links with their previous knowledge and experiences to further extend their learning  make the most of opportunities that arise in everyday activities and routines to help children to understand good practices with regard to eating.

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Inspection activities

 The inspector held professional discussions with the childminder at convenient times during the inspection.  The inspector observed the childminder and children playing, and looked at the toys, resources and equipment available for the children's use.  The inspector sampled a range of documentation, including children's assessment records.  The inspector took the views of parents into account.  The inspector carried out a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of her role and responsibilities. She undertakes relevant training to benefit the children, such as communication and language training. She keeps her assistant updated and monitors her practice well. The childminder has made links with other professionals and shares knowledge and ideas for improvement with them. She also receives advice from the local authority support worker and seeks the views of parents as part of her self-evaluation. The childminder uses her observations to assess children's prior knowledge and skills when they enter the setting. This enables her to monitor progress effectively and children make good progress across all areas of learning and development given their starting points. Safeguarding is effective. The childminder understands the procedures to follow in the event of concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder offers children a wide range of activities and opportunities indoors and outdoors that provide challenge and the opportunity to develop their skills for the future. The childminder uses her observations of children to assess and plan for their progress. She shares this information with other early years providers to provide consistency in children's care and learning. The attentive childminder actively engages children in their learning by using a wide variety of different strategies, such as by talking to them about their actions, using humour, and variation in the tone and pitch of her voice. Children enjoy drawing and talking about their creations. They learn lots of mathematical language, for example, as they build models and talk about the different shapes they are using.

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Personal development, behaviour and welfare are good

The attentive childminder effectively supports children's well-being. For example, children confidently approach both the childminder and her assistant, and snuggle in to read stories with them. The childminder and her assistant listen carefully to the children, and respect their opinions and choices. Children have regular access to the outdoors, which supports their physical well-being. The childminder teaches children how to manage risks and develop skills that provide a strong base for their future learning. The childminder reflects the backgrounds of the children that attend and helps them feel valued.

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Outcomes for children are good

Outcomes for children are good. They enjoy their learning and are keen to take part in the activities. Children develop useful skills that help prepare them for their next stage in learning.

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Setting details

Unique reference number EY405831 Local authority Bristol City Inspection number 831424 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 24 November 2010

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Telephone number

The childminder was registered in 2010. She lives in the St Werburghs area of Bristol. She occasionally works with an assistant who holds a relevant childcare qualification at level 3. The childminder works Monday to Wednesday during term times only.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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