Childminder in Bristol

Inspection date 8 July 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 Children have very strong attachments to the childminder, including children who have only attended for a short period of time. They regularly approach the childminder to express their joy and tell her how much they like her. Children settle well. n Children's behaviour is generally good. On occasions when they display unwanted behaviour such as snatching, the childminder manages the incidents well by explaining to children how the snatching made their friend feel and asking them to return the toy. She teaches children about the impact their actions may have on other children. n The childminder provides children with a variety of interesting and challenging activities to help them to learn and develop. When children are playing, she skilfully facilitates their play to help them think for themselves and gives them time to respond to questions. n The childminder actively involves parents in their child's learning. She keeps parents

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This provision is good

well informed of what children have been doing and what they will be learning next. Parents share information about children's achievements at home. n The childminder knows the children well and follows their interests to meet their learning needs. For example, children who like animals are regularly taken to the farm to support them to learn about the world. As a result, children make good progress. n The childminder speaks to parents to find out what children can already do when they first start with her. However, she does not use this information effectively to establish children's starting points. As a result, starting points are not always accurate. n The childminder does not actively encourage parents to share their views on her practice. Parents do not always feel comfortable to put forward suggestions for improvement.

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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 improve procedures for establishing children's starting points so that the assessments made of children's development are as accurate as possible n encourage parents to share their views on the provision to improve practice further and raise outcomes for children.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector spoke with the children and the childminder at convenient times during the inspection. n The inspector sampled various documents, including children's learning records, the first-aid certificate and relevant policies and procedures. n The inspector and the childminder observed children during activities and discussed children's learning and progress. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

The childminder has recently completed training to improve her knowledge and understanding of how children learn and develop. She uses what she has learned to improve the education she provides. For example, she sets up activities to suit children of different ages, so all children are engaged. She has systems in place to identify the progress children make in all areas of learning. This supports her to plan children's next steps and identify gaps in learning. She prepares children for life in modern Britain by teaching them about different religions and festivals. This supports children to accept and respect differences. Safeguarding is effective. The childminder has a good understanding of wider safeguarding issues as well as the procedures to follow if she has concerns about a child or if an allegation is made against an adult.

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Quality of teaching, learning and assessment is good

The quality of teaching is consistently good. The childminder interacts effectively with children. She continuously challenges them to think about what they are doing, to encourage them to learn. For example, during water play, she asks children to think about what might happen when a heavy item is placed in the water. She then supports them to have a go to see if they were right. She supports children's physical development and understanding of the world by using resources such as a tool station. When children are screwing nails in a hole, she holds discussions about the screws getting tighter. She provides them with different tools, such as a spanner to take the screws out. She introduces mathematical concepts in their play, for example, using a tape measure and identifying if something is taller or shorter, and bigger or smaller.

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Personal development, behaviour and welfare are good

Children learn skills to support their well-being. The childminder teaches them how to keep themselves safe and explains what might happen if they do something dangerous, such as going down a slide the wrong way. Children benefit from regular outings where they have opportunities for physical activity and they meet other children who they build friendships with. They learn good manners and skills such as turn taking and sharing, as the childminder clearly explains expectations to them. On occasions when children may forget their manners, the childminder reminds them to say 'please' and 'thank you'. Children play well alongside each other and are generally kind to each other.

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Outcomes for children are good

Children show good levels of concentration as they remain interested in activities for long periods of time. They develop well in early mathematics and literacy, and they learn skills that prepare them for their eventual move to school. They are able to independently put on and take off their own shoes and jackets, as well as use the toilet and wash their hands. Children who are learning English as an additional language make good progress in all areas of learning.

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Setting details

Unique reference number EY542679 Local authority Bristol City of Inspection number 10099532 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 4 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017. She lives with her three children in a house in Fishponds, Bristol. She operates on Monday to Friday from 8am to 5pm, all year round.

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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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