Childminder in Bristol

Inspection date

Previous inspection date 26 May 2017 15 May 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder reflects well on her practice and provision to identify areas for improvement. For example, she has changed the way she stores the toys to make them more accessible to the children. Children have a greater choice about with what they would like to play.  The childminder seeks out appropriate professional development opportunities. For example, she has updated her knowledge on how to keep vulnerable children safe and what to do if a child has an accident.  The childminder monitors children's progress well and has good partnerships with parents. For instance, she has introduced online systems for sharing information about children's development and what they need to learn next. Children make good progress from the start.  The childminder supports young children's understanding of good hygiene practices well. For example, she reminds them why it is important to wash their hands after

p.1

It is not yet outstanding because:

 The childminder sometimes misses chances to encourage children to think or solve problems for themselves.  The childminder misses opportunities to help children concentrate on self-chosen activities, to support further their learning and development.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 give children more time to respond to questions to support their thinking and problem- solving skills  support children to maintain concentration at self-chosen activities to encourage further their learning and development.

p.2

Inspection activities

 The inspector observed the quality of the teaching indoors and outdoors.  The inspector took into account the views of parents through written testimonials read at the inspection.  The inspector carried out a joint evaluation of children's learning with the childminder.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at a sample of paperwork, including the safeguarding and complaints policies and procedures, and also looked at children's electronic records.

p.2

Effectiveness of the leadership and management is good

The childminder seeks feedback from parents and children to help identify improvements. For instance, she has responded to children's interests and developed the front porch into a quiet play space and reading corner. The childminder provides parents with plenty of information about their children's progress from the start. For example, she has created a comprehensive welcome pack to seek information about what children have already achieved at home. She then uses the online system to share ongoing information about children's interests to help support planning for future learning. Safeguarding is effective. The childminder knows what to do in the event of concerns about a child's welfare and how to keep children safe.

p.3

Quality of teaching, learning and assessment is good

The childminder encourages children's curiosity. For example, she encouraged children to make footprints by pouring water over their feet. They experimented with taking steps, comparing foot sizes and counting their toes. The childminder encourages children's interest in early reading and sounds. For instance, as she reads books to the children, she encourages them to repeat sounds and words and to identify characters in the pictures. The children enjoy being active and exploring. They play chase in the garden, laughing as the childminder catches them, and they explore different musical notes as they run the wooden beater over the xylophone.

p.3

Personal development, behaviour and welfare are good

The childminder helps children think about staying healthy. For example, she talks with them about why fruit is good for you and how they need to drink water in the hot weather to stop themselves feeling ill. The childminder encourages children to keep trying when putting on their shoes, building their confidence in their abilities. She teaches them about the wider world. For example, they discover new things on outings to the farm and aquarium, including looking at the different places animals come from and how to care for them.

p.3

Outcomes for children are good

Children are happy and eager to play. They play well together and gain skills for their future learning. For example, they takes turns on the rocking horse, waiting patiently until their friends have finished. Children learn social skills to help with change and moving on. For instance, they go on visits to toddler groups and play with other children at the park. Children express their personal needs well, such as when they let the childminder know when they would like more to eat or when they are tired and need a nap. Children assess risks and develop good physical skills. They competently climb up and down the steps to the garden, and use spoons well to eat their lunch.

p.3

Setting details

Unique reference number EY299782 Local authority Bristol City Inspection number 1092201 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

p.4

Telephone number

The childminder registered in 2005. She lives in Bedminster, Bristol. The childminding service operates from 8am until 5.30pm on Monday to Friday, all year round. The childminder is in receipt of funding for the provision of free early education for children aged two, three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5