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

The childminder shows great care, affection and warmth for the children in her care. The children settle well and form secure attachments. This includes children who have recently started. The childminder ensures this by giving children time and space to settle. Children respond in a kind and caring manner to their friends. They reflect the kindness shown to them. The childminder keeps the children safe and ensures all documentation supports this. Children feel safe and happy at this setting.

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The provision is good

Children respond to lots of praise and encouragement. They are the active participants of their learning. The childminder responds to children's individual interests by adapting her plans when needed. She is skilful at modelling language. She allows children time to respond and ask questions when they listen to stories. The behaviour of the children demonstrates the positive relationships she promotes. On occasion, the very oldest children lose interest when they are not fully challenged.

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The provision is good

The childminder responds to parents' views very well. Parents speak with enthusiasm of her relationship with both them and their children. As an active member of the community, the childminder ensures children experience a range of cultures. Opportunities for greater levels of self-help skills and independence would further enhance children's development.

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need to do better?

n Children make good progress during their time with the childminder. Assessment is accurate and the childminder knows what the children need to learn. This information, along with how children play, informs the childminder's planning. At the forefront is the well-being of the children. Children are happy, relaxed and confident. n The childminder fosters children's love for stories. Books and story time are highly valued. For example, while reading a familiar story, the children have the time to respond to the text. They listen with great enjoyment, supported by the childminder's skilful storytelling. The childminder supports children's language skills well. She uses questions that share children's thinking to build on what they know. n The childminder has high expectations for her practice. She is a reflective practitioner. For example, she recognises that sometimes older children could make even better progress if offered more challenge. Occasionally the

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need to do better?

childminder does not make the best use of opportunities to extend children's learning and some older children lose focus. n The childminder seeks the views of parents in a variety of ways and this benefits

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need to do better?

19 September 2019 the children in her care. For example, a parent shared their child's interest in numbers on doors of houses. The childminder extended this to include identifying bus numbers on their way to the park. Parents comment on the childminder with great warmth. Parents' views inform children's starting points. This allows the childminder to continually measure the progress they make. n Children's physical well-being is well supported. Daily routines, such as nappy changing time, allow for further interaction and warmth. Food is healthy and parents are kept well informed about what their children eat through the regular sharing of menus. The childminder misses some opportunities during everyday routines to promote children's self-care and independence. For example, at times, she does things for them that they could do for themselves. Daily trips to the park ensure children get plenty of regular exercise and fresh air.

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need to do better?

n The childminder has a positive approach to training and furthering her knowledge. She is able to reflect on the impact of training and what it means for the children in her setting, which helps her focus her training on what needs to improve for the children in her care. n Engaging with her local community allows the childminder to enhance experiences for children. She seeks to provide wider opportunities by integrating children into different cultures. This means children learn from a culture, not about a culture.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that may indicate a child is at risk of harm. She knows who to contact and how to respond should she have concerns about the welfare of a child. The childminder undertakes regular training in this area to update her skills; she has good knowledge of safeguarding legislation and a wider range of safeguarding issues. Robust measures are in place to keep children safe from harm. Documentation supporting the safety and welfare of children is organised and suitable.

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should:

n offer more opportunities for children to develop self-help skills and independence n ensure older children continue to be challenged well and remain focused on their play and learning.

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Setting details

Unique reference number EY480773 Local authority Bristol City of Inspection number 10076229 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 4 Total number of places 3 Number of children on roll 8 Date of previous inspection 20 July 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Easton area of Bristol. She offers care for children from 8am to 5pm on Monday to Thursday, all year round. The childminder is a qualified teacher.

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Inspection activities

n The inspector looked at documentation, including a sample of children's records, and checked documents to confirm the suitability of the childminder and the other adult household members. n Correspondence from parents was read and evidenced by the inspector, and their views were taken into account. n Discussions took place between the childminder and inspector. These focused on how the childminder organises the curriculum for children in her care. n The inspector observed children at play and discussed their development with the childminder. n The inspector talked to the childminder and children at appropriate times during the inspection. n The inspector invited the childminder to complete a joint observation with her.

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Inspection activities

19 September 2019 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

19 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

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