Childminder in Bristol

Inspection date

Previous inspection date 8 January 2018 19 January 2017

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 has made good progress since her last inspection. She has developed effective methods to observe and assess the children's progress. For instance, the childminder now uses the information that she gathers well, to plan for children's next steps in learning. Children make good progress from their starting points.  Children develop strong relationships with the childminder and her assistant. They are happy and well settled in the childminder's care.  The childminder and her assistant develop good partnerships with the parents. For example, they work closely with parents to get a good understanding of children's interests and routines. Parents are well informed about their children's progress.  Children develop independence and demonstrate confidence in making their own choices about what they want to play with. The childminder knows the children well. She provides a warm homely environment.

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It is not yet outstanding because:

 The childminder misses opportunities to help young children to recognise hazards as they play so they learn about keeping their environment and floor space clear from tripping hazards.  The childminder does not provide children with many opportunities to experience and learn about environments and communities different to their own.

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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

 support young children to recognise and minimise risks as they play so they learn how to keep a safe environment and a floor space that is free from potential hazards  provide more opportunities for children to gain an understanding of environments and communities different to their own, to enhance their learning about the world around them.

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Inspection activities

 The inspector observed the interactions between the childminder, her assistant and children.  The inspector sampled a range of documentation and children's records.  The inspector read written statements from parents and took their views into account.  The inspector had discussions with the childminder and her assistant during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a good understanding of safeguarding issues. They know the procedures that they should follow if they had concerns about a child's welfare. The childminder successfully supports and monitors her assistant's practice, so they are clear about procedures and practices that consistently meet children's needs. The childminder has developed effective methods to evaluate her practice. For example, she asks the parents to share their feedback through completing questionnaires and she has been working with other local professionals to evaluate and develop her practice. The childminder recognises the importance of professional development and training to keep her skills and knowledge up to date. She has taken part in training, to better meet the needs of the children in her care. For example, a course on speech and language development has helped her to support children to develop their

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Quality of teaching, learning and assessment is good

The childminder and her assistant motivate children to learn. They have a good understanding of how to engage young children in play. For instance, children enjoy using the instruments to be 'noisy' with the childminder's keen encouragement. The childminder provides challenging activities that meet the children's needs and interests. For example, she uses children's love of stories to model language, helping them to learn new words. Children are keen to explore and investigate. For example, they enjoy shouting into different-sized containers to explore the sounds that they can make.

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Personal development, behaviour and welfare are good

Children behave well. The childminder and her assistant successfully support children to understand how to share and take turns with the resources. For example, they act as good role models and are consistent so that children know their behavioural expectations. The childminder and her assistant encourage the young children to be independent and to take on challenge. For example, even the youngest children use cutlery competently to feed themselves. The childminder and her assistant help to raise children's self-esteem and confidence. For example, they offer children encouragement and give them praise for their achievements. Children respond well to praise and clap when they are proud of themselves.

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Outcomes for children are good

Children develop the skills that support them with their future learning and the eventual move on to school. Children gain a good mathematical awareness. They count as they play and accurately use mathematical language, such as 'more' and 'lots'. The youngest children develop good physical skills. For instance, they confidently explore the setting, using the support of the childminder to hold as they strengthen their legs and become more mobile.

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Setting details

Unique reference number 106752 Local authority Bristol City Inspection number 1107422 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 12 Number of children on roll 8

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Name of registered person

Date of previous inspection 19 January 2017

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Telephone number

The childminder registered in December 2000. She works with an assistant in the St Andrews area of Bristol and provides care from 7.30am until 6.30pm from Monday to Friday all year round.

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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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