Childminder in Bristol

Inspection date 13 February 2019 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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This provision is good

n The childminder provides children with a welcoming and nurturing environment where they are able to play safely and feel secure. Children form strong attachments with the childminder. They are comfortable in their surroundings and keen to explore. n Babies and children show very good understanding for their age. They listen and respond well to the childminder's consistently clear and well-phrased instructions. For instance, babies toddle over to sit down to get their shoes on or to join in with the 'what's in the bag' song time. Older children show their awareness and conscientiously follow routines. For example, they sing along with the childminder's 'tidy-up' song as they put away toys, to prepare for snack time or to go outside. n The childminder develops good partnerships with parents and other settings children attend. She builds up a beneficial two-way flow of communication with them and uses

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This provision is good

this to help provide a collaborative approach to children's care and learning. n Children make good progress, they develop positive attitudes towards learning and gain the skills they need to start pre-school and school. The childminder makes regular assessments of children's development. She uses this information to help her identify any gaps and plan for the next steps in their learning. n The childminder takes children out into the local community, such as trips to local parks and play-based groups. She also links with other local childminders regularly, to provide further activities for the children and to enable them to socialise and play with other children of a similar age. n The childminder has more recently changed her assessment processes but these are not consistently and clearly outlining children's development for parents. n The childminder does not plan her adult-led activities to consistently extend learning

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This provision is good

for the varied ages and needs of all of the children.

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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 refine the sharing of information with parents about children's overall development n give further consideration to the differing ages and needs of all of the children, to consistently extend their learning.

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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 childminder at appropriate times throughout the inspection. n The inspector sampled documentation, including the suitability 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 parent's written views by reading their comments in letters and messages. 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 is aware of the procedure to follow should she have concerns about a child's welfare. She minimises risks within her home and supervises children closely, to help ensure their well-being and safety. The childminder makes good use of advice from other childminders and local groups to gain new ideas that help her to enhance her setting. For example, she introduces new resources and activities to develop children's exploratory play outside. She monitors the effectiveness of her activities and reflects on her provision, taking account of parents' views and children's interests. She uses training to help enhance her teaching and provision further, such as to extend her support for children's mathematical development.

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Quality of teaching, learning and assessment is good

The childminder effectively inspires children's interest and learning. For example, she encourages children to think about their own bodies, introducing this through a story. She supports their thinking well. She asks children probing questions as they look in a mirror, encouraging them talk about their features. She offers new words, such as 'eyebrows' or 'cheeks', extending their understanding. She talks about similarities and very positively about differences, helping children develop a positive attitude toward diversity. The childminder supports children's mathematical skills well. For instance, she encourages children to count their eyes or ears and talk about shapes. Children count their pieces of banana at snack time or the animals in the songs that they sing. They learn about concepts as they play, such as that items are full or empty.

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Personal development, behaviour and welfare are good

The childminder offers sensitive, age-appropriate support and a reassuring helping hand as babies and children explore and actively play in her garden. She gives them timely reminders and points out risks as they play, such as steps they need to negotiate or water that has been spilt on the decking. She effectively encourages them to think, look and manage these hazards well. Similarly, when the childminder takes children out for walks and trips into the local community, she teaches them safe practices and has clear boundaries for their good behaviour. Children develop their confidence, self-awareness and sense of responsibility very well.

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Outcomes for children are good

Children effectively develop their independence and show determination to manage tasks for themselves. For instance, babies confidently make choices and readily toddle about, exploring and playing. Older children eagerly cut up their fruit at snack time and get their shoes and coats on when it is time to go outside. Children's language and communication skills are developing well. For instance, younger children become more confident to interact and they learn new words. Older children actively take turns in conversation. Children enjoy the company of other children. They learn to appreciate the needs of others, cooperate and take turns as they play and develop useful social skills that will support their future learning well.

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Setting details

Unique reference number EY541960 Local authority Bristol City of Inspection number 10090130 Type of provision Childminder

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Registers

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

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Registers

The childminder registered in 2017 and lives in the Westbury Park area of Bristol. She operates all year round from 8am to 5.30pm, Monday to Thursday and Friday from 12.15pm until 4.30pm, except for bank holidays and family holidays. The childminder provides funded early education for children aged three years.

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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

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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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