Childminder in Bristol

Inspection date 3 October 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder attends training to extend and develop her professional skills and expertise. For example, the childminder has made good use of new learning to support children to develop mathematical understanding using everyday play experiences. n The childminder keeps parents accurately informed of their children's achievements and involves them in their children's learning. She seeks regular information on children's learning and new interests at home. This supports good continuity in children's experiences. n Children behave well. The childminder is a good role model. For example, she gives children opportunities to discuss how they are feeling, understand the choices they can make and learn about managing their emotions. n Children have opportunities to gain valuable social skills to help them with moving on to pre-school and school. For example, they visit groups and activity sessions in the

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The provision is good

local community, where they learn to mix with other children and develop new friendships.

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It is not yet outstanding because:

n On occasions, the childminder misses opportunities to support children to understand about differences and similarities between themselves and other people. n The childminder does not consistently support children to follow good hygiene practices, such as washing their hands before 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

n enhance children's understanding of the similarities and differences between themselves and others n help children to follow consistently good hygiene practices before they eat, as part of their daily routines.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children engaged in activities and the childminder's interaction with them. n The inspector looked at a sample of documents, including children's learning records, risk assessments, the childminder's self-evaluation and policies and procedures. n The inspector spoke with the childminder and children at convenient times during the inspection. n The inspector and childminder jointly considered the impact of teaching on children's learning. n The inspector took into account the views of parents.

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Effectiveness of leadership and management is good

The childminder evaluates the service she provides. She involves parents in this process to identify areas where she can improve further. For example, she has identified that she would like to enhance the range of cultural foods she offers children. The childminder tracks children's achievements closely to plan for what they need to learn next. This helps her identify any weaker areas in children's learning. The childminder knows how to seek help from other relevant professionals, if necessary, to ensure that all children make good progress. Safeguarding is effective. The childminder has a secure knowledge of the local safeguarding procedures and her responsibilities to keep children safe from harm. She is confident in following procedures and knows who to contact if she were to have a concern about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder uses her accurate observations and assessments to provide well- planned activities that encourage children's learning effectively. She plans stimulating experiences that link well to children's interests and extend children's learning. The childminder helps children to develop good mathematical understanding. For example, she uses containers holding natural objects for children to find outdoors and learn about counting different groups of objects. Children welcome the childminder's involvement in their play. For instance, as children engage enthusiastically in pretend play to buy food from a shop and make meals, the childminder plays alongside them to extend their imagination.

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Personal development, behaviour and welfare are good

The childminder is kind and welcoming, and babies and young children form strong relationships with her. This contributes towards children being happy and settled in her home. She supports children well to become independent. For example, they confidently take an active role in the preparation of their snacks and they learn to use knives safely as they cut up fruit. Children enjoy regular opportunities to be physically active. For instance, they enjoy taking part in fun music sessions pretending to be stomping dinosaurs, fluttering butterflies, hopping bunnies and jumping frogs. The childminder supports children's self-esteem well, for example, by praising their achievements.

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Outcomes for children are good

Children are developing good confidence in their communication skills. They talk in detail about events from their past, such as seeing hot air balloons and describe areas in their local community. Children develop an interest in pre-writing skills. They enjoy making marks using chalk outdoors, and learn to give meaning to the marks they make. Babies develop an early grasp of technology, such as pressing buttons to make sounds. Children make good progress from their starting points and develop positive attitudes to learning.

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Setting details

Unique reference number EY537137 Local authority Bristol City of Inspection number 10077068 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Bristol. The childminder receives funding for the provision of free early years education for children aged two, three and four years. She works term-time only, Monday to Friday.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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