Childminder in Bristol

Inspection date 28 January 2019 Previous inspection date 18 April 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n The childminder has developed her practice well since her last inspection. She has fulfilled the actions that were raised previously and improved the service she offers for children and families. n Partnerships with parents are strong. The childminder ensures that she works closely with parents to provide a consistent approach to the support children receive. She finds out about children's interests and achievements at home and keeps parents well informed about children's progress and care arrangements while they are with her. n The childminder has developed her assessment and planning processes well since her last inspection. She monitors children's progress carefully and accurately. She identifies any gaps and plans for the next steps in their learning. All children make good progress from their starting points, including those who require extra support. n Children develop secure bonds with the childminder. For example, she is kind, caring

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This provision is good

and responsive to their personal needs. Children are happy in her home and flourish in the nurturing, homely environment. n The childminder manages children's behaviour effectively. She uses a calm and consistent approach, patiently persevering with her explanations to help children understand expectations. Children learn to share toys, take turns and begin to play cooperatively together. n The childminder is not consistently successful in encouraging children's involvement in adult-initiated activities, particularly those children who are reluctant to try different or new experiences. n The childminder has not fully explored ways to acknowledge and share the cultures and customs followed by children and their families, to support children's understanding of diversity further.

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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 strengthen the arrangements to support children's involvement in new experiences and adult-initiated activities, to extend their learning further n extend the opportunities for children to share information about their own culture and learn about the cultures and customs of others.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas used for childminding. She talked to the children and the childminder at appropriate times throughout the inspection. n The inspector sampled documentation, including the suitability checks and qualifications of the childminder, policies and procedures, children's development records and planning. n The inspector observed the children and the childminder. She evaluated the effectiveness of an activity with the childminder. n The inspector took account of the views of parents by reading their comments in letters. n The inspector discussed the childminder's risk assessments and her self-evaluation process.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder undertakes checks of her home and uses equipment such as safety gates to keep children safe from higher risk areas. She maintains information to help her in the event of an emergency. For example, she ensures that daily records of children's hours of attendance are kept. The childminder is aware of the signs of child abuse and neglect. She has informative written safeguarding procedures and reference documents to follow if she has concerns about a child's safety. She shares her policies and procedures with parents to keep them informed of her practices. The childminder supervises the practice of her assistants. She monitors the progress children make to ensure consistency in her provision and to support good outcomes for children. The childminder undertakes ongoing evaluation of her provision and develops her knowledge through mandatory training and research. She has good

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Effectiveness of leadership and management is good

links with other childminders for professional discussions and to gain good practice ideas.

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Quality of teaching, learning and assessment is good

Children enjoy experimenting with different materials. They relish the sensory nature of crunchy uncooked pasta or soft coloured dough. The childminder sensitively joins in with children's play, supporting their ideas and extending their learning. For example, they had fun together, imaginatively rolling out dough and making pretend biscuits. Children explored other equipment, such as weighing scales. They developed their mathematics skills and learned about cause and effect as they added more dough and pushed on the scales to see the dial move to different numbers. The childminder encourages children to think and develop their skills. For example, they found and matched puzzle pieces and showed their knowledge as they named familiar animals. She used probing questions effectively to encourage children to recognise and name the less familiar animals.

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Personal development, behaviour and welfare are good

The childminder makes effective use of her home to support children's learning. Children confidently and independently access a good range of stimulating toys and resources, inside and outdoors. They gain good control and coordination of their movements as they explore. The childminder reminds them about safe practices and gives them lots of praise, as they try developmentally appropriate challenges. Children jump, climb and swing, and they practise throwing and rolling balls, all with increasing effectiveness. The childminder helps children to learn about their community and build their confidence in social situations. For instance, she takes children to a range of community-based child groups where they can meet and play with other children.

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Outcomes for children are good

Children follow their interests and develop a curiosity which fuels their self-motivation. For example, they build and balance with a range of materials, such as wooden blocks and plastic bottles. They make decisions, test out their ideas and discover the best way to do things. Children's language and communication skills are progressing well. For instance, children gain confidence and explore making sounds. They learn new words and begin to take turns in conversation with the childminder. Children gain the necessary skills for their future learning and their eventual move on to school.

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Setting details

Unique reference number EY540380 Local authority Bristol City of Inspection number 10084883 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 3 - 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 18 April 2018

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Registers

The childminder registered in 2017 and lives in Lockleaze, Bristol. She operates all year round, from 7.30am to 6pm from Monday to Friday, except for bank holidays and family holidays. She occasionally works with an assistant. The childminder and one of her assistants both hold an appropriate qualification at level 3.

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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

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Registers

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Registers

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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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