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 Not applicable

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The provision is good

Children are cared for in a calm and welcoming environment where they develop good relationships with the childminder and her family. They arrive happy and quickly settle into the childminder's care. The childminder meets children's learning needs well. She sets high expectations for all children's learning, based on what she knows about them. The childminder provides children with interesting and challenging activities to take part in. For instance, children enjoy learning about different animals as they explore textures and they focus and concentrate well as they play with the plastic animals in the slime.

p.2

The provision is good

The childminder helps to support children to lead healthy lifestyles. Children take part in growing and harvesting fruit and vegetables that they then enjoy for snack. The childminder talks about healthy food as she prepares snacks and lunch with the children. Children have lots of opportunities to have fresh air and exercise and they enjoy outings to the park to use the different equipment.

p.2

The provision is good

Children know what is expected of them because the childminder sets clear and consistent routines and boundaries. Children learn to share and to wait for their turn as they play together. They behave well. Children enjoy visiting different groups to mix with other children. They develop friendships and learn how to be sociable.

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need to do better?

n The childminder is keen to develop her skills and understanding further. She works well with other local childminders to share good practice and she takes part in regular training. The childminder reflected positively on how training on 'open ended' play has encouraged her to provide children with more opportunities to be imaginative. She now provides children with more resources so they are able to further extend their play and imaginatively create their own games. n Children develop a love of literacy. The childminder engages children in telling stories well. She uses their favourite stories to encourage them to be involved. Children are keen to take part in turning pages and they excitedly open the flaps in books to see what animal is hidden behind. n The childminder models language and uses children's love of songs well to introduce new vocabulary. Children excitedly copy the childminder's lead and

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need to do better?

join in. However, on occasions, the childminder speaks too fast and does not give children sufficient time to process and understand what is being said to them. n The childminder uses good methods to help children to feel welcome and secure. She offers settling-in sessions to get to know the children. For children

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need to do better?

9 October 2019 who speak English as an additional language, she learns some key words in their home languages to help them to feel valued. n The childminder evaluates her practice well. She seeks parents' feedback and works well with other local professionals to identify changes that benefit the children. Since she registered, she has changed the layout of the environment to allow children more space to make their own choices about what they would like to play with. n The childminder works closely with parents to get to know their children. She keeps parents well informed about their children's progress. However, there is scope to extend these partnerships further and encourage parents to support their children's learning at home. n The childminder knows the children well. She effectively observes and assesses their progress and uses the information well to plan for their next steps in learning. Children are keen to take part in activities and develop good

p.2

need to do better?

concentration skills. For instance, children focus as they enjoy using the tweezers to collect and sort plastic insects according to their colour. n Children develop a good understanding of how to keep themselves safe. The childminder talks to children about risks as they play, helping them to understand how they can prevent themselves from being hurt. The childminder reminds children of why they should not climb on the toys, giving clear explanations as to what could happen if they fall. n The childminder supports children's mathematical awareness well. She counts alongside children and encourages them to look at quantities to learn what the numbers mean.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection and safeguarding matters. She is able to recognise the indicators that may mean that a child is at risk. The childminder knows the local procedures that she should follow if she has a concern about the welfare of a child. She carries out risk assessments and supervises children well to keep them safe.

p.3

should:

n provide children with more time to think and respond to what is being said, to support them with developing their language and understanding further n extend partnerships with parents to involve them in supporting their children's learning at home.

p.3

Setting details

Unique reference number EY543685 Local authority Bristol City of Inspection number 10100292 Type of provision Childminder

p.4

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 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in the St George area of Bristol. The childminder cares for children from 7.30 am until 6pm, Monday to Friday, all year round. The childminder is a qualified teacher.

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Inspection activities

n The inspector had a tour of all of the areas of the house. n The inspector looked at a sample of documentation. This included evidence about accidents and training. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector read written feedback from parents and took their views into account. n The inspector completed a joint evaluation of an activity with the childminder.

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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

9 October 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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