Childminder in Bristol

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children show that they have secure relationships with the childminder. They listen and respond to him well, receiving reassurance if needed. As a result, children happily play and explore. The childminder praises children for their achievements. For example, he encourages them as they play by saying, 'Try again' and, 'You have nearly done it'. When children succeed, the childminder is quick to give them a high five and children are motivated to keep trying and learn further. This praise and encouragement, combined with the childminder's high expectations for children, helps them to make good progress in their learning. The childminder observes children's play and identifies their next steps, while following children's interests. For example, he supports a child's interest in shapes and numbers by providing shape sorters and number activities.

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The provision is good

The childminder works closely with parents. For example, he gathers parents' views on their child's development when they first start, to help children settle and plan their initial activities. The childminder supports children's language development well. For example, he introduces new words during activities and he asks open questions as children play.

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need to do better?

n Developing children's language is a priority for the childminder. He uses different opportunities to introduce new words to children. For example, at snack time, he names the different fruits and encourages children to have a go at saying the word. As a result, children are attempting to use new words during their play. n Children take part in a wide range of activities to support their development. However, opportunities to practise early writing skills are limited as young children cannot freely access the mark-making resources for themselves. n The childminder provides opportunities to build on children's experiences. For example, he takes them to a forest-school group at the local woods where they can use their good communication skills to work with other children and learn how to build dens. n The childminder supports children well in their play. For example, he sits with them at their level, narrating their actions, and he extends their learning through

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need to do better?

asking questions. However, the childminder does not always give sufficient time for children to process and respond to what has been asked of them before he answers for them or moves onto another topic. n Parents share information with the childminder about their children at home. The childminder uses this and his own observations to make sure that each child is supported to reach their potential. He plans activities that are tailored towards children's needs and interests. For example, a child showed interest in the feel of paint on his hands and face, so the childminder took the child to a local group

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need to do better?

12 September 2019 to take part in different sensory and messy activities. n The childminder reflects on his practice and identifies areas for improvement. He also takes into account parents' views by asking them to complete a questionnaire every six months. n Parents speak highly of the childminder. They are pleased with the progress their children make and the care their child receives. For example, they comment on the improvements in their child's language and social skills and how they feel confident to leave their child with the childminder. n The childminder promotes good behaviour positively. For example, as a child raises their arm to throw a ball inside, the childminder calmly tells the child that he should roll the ball instead. The childminder's clear instructions help children to understand what is expected of them. n The childminder promotes children's self-esteem and confidence well. For example, he celebrates their achievements with parents and tells them about

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need to do better?

any 'wow moments' they have had that day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of his responsibilities in keeping children safe and he regularly attends relevant training to keep his knowledge up to date. For example, he is aware of the signs and symptoms children may show that could indicate they are at risk from harm. He also has a good understanding of how to keep children safe from radicalisation and extreme behaviours.

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should:

n provide children with enough time to think and respond to questions and comments to further build on their language and communication skills n ensure that resources for children to practise their early writing skills are made readily available so that they can select them independently.

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Setting details

Unique reference number EY482865 Local authority Bristol City of Inspection number 10076328 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 to 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 14 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Brislington area of Bristol. He offers care from 7am to 7pm, Monday to Friday, all year round.

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Inspection activities

n The inspector and childminder completed a learning walk around the areas used for children. n The inspector observed the childminder and children playing together. n The inspector spoke to the childminder at appropriate times and sampled written feedback from parents. n The inspector looked at a range of documentation, including children's development records, training certificates and suitability checks.

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Inspection activities

We carried out this inspection 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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Inspection activities

12 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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