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 provides children with a homely environment where they have access to a variety of resources and experiences to extend their play and learning. The childminder takes time to get to know the children when they first start. She builds strong relationships with children to support them to feel safe and secure in her care. The childminder gathers key information from parents about children's starting points and care routines to enable her to successfully plan children's next steps. Children form positive relationships with other children. As a result, they develop high levels of confidence and self-esteem. For example, children are happy to see each other when they arrive, and they enjoy playing together. Parents comment on how well their children have settled in the childminder's care.

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The provision is good

The childminder promotes an inclusive and diverse environment for all children to learn and grow. She welcomes children and families from all backgrounds and works hard to ensure all children are continually progressing and learning. The childminder actively supports children's communication and language development. She is multilingual and speaks Arabic, Somali and English. The childminder teaches children the alphabet in English and Arabic to further enhance their bilingual knowledge. All children, including those who speak English as an additional language, make good progress. The childminder has high expectations for all children in her care. Children are happy and behave well. The childminder teaches them about boundaries and care for others around them. For example, she supports children to take turns and share toys during play.

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need to do better?

n The childminder provides children with a variety of learning opportunities that support children's interests. She uses effective monitoring and assessment to enable her to plan accurate next steps to ensure all children make progress from their starting points. The childminder uses her early years qualification and recent training to support children's learning. For example, she uses her knowledge to develop children's awareness of different letters and sounds during circle time. n Children are keen to listen to a variety of stories. The childminder uses a range of books to support children's home language as well as English. Children confidently change between languages and are highly competent in using both. For example, they show high levels of interest as the childminder uses effective teaching skills to engage all children in the Somali story. n Children show enthusiasm as they create firework pictures using glittery paint.

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need to do better?

The childminder supports children to use various colours and discover different marks they can make. For example, children show delight as they use their hands to explore the paint and create different shapes and patterns with their

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need to do better?

18 November 2019 fingers. The childminder establishes a 'can-do' attitude and helps children to have a go. She gives children continuous praise for their efforts, promoting their emotional well-being. n Parents are complimentary about the childminder. They describe her as 'patient, calm and kind'. The childminder uses verbal and written communication to share children's learning and progress. She provides parents with detailed policies and procedures to ensure all children remain safe and secure in her care. The childminder works with parents to ensure each child has developed all the necessary skills needed for the next stage in their learning. n Children happily dance around as they engage in singing and dancing. The energetic childminder supports them to use a variety of instruments to explore the different sounds they can create. However, sometimes she stops children's play and leads them to another activity too quickly, and this interrupts their

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need to do better?

enjoyment and learning. n The childminder implements good hygiene practices to teach children about personal needs. She supports children to develop their understanding of healthy lifestyles. For example, the childminder encourages children to brush their teeth after snack time to keep their teeth clean and healthy. She talks to children and parents about why fruit and water are important for their bodies. However, the childminder does not consistently make full use of opportunities to encourage children to be independent and develop their self-help skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge of the signs and symptoms that may suggest a child is at risk of harm. She understands her role in safeguarding children and knows the procedures she must follow if she has concerns about a child's welfare. The childminder and her assistant complete regular training to refresh their safeguarding knowledge, which includes wider safeguarding issues such as radicalisation. The childminder has detailed risk assessments in place to ensure children can exit her flat safely in the event of an emergency.

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should:

n enhance opportunities for children to have uninterrupted time to play and explore n use all opportunities to help children carry out tasks they are able to and develop their self-help skills further.

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Setting details

Unique reference number EY454769 Local authority Bristol City of Inspection number 10061846 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 6 Date of previous inspection 28 April 2016

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Information about this early years setting

The childminder registered in 2013 and lives in a 6th floor flat in Bristol. She operates each weekday from 9am to 5pm throughout the year, excluding family holidays. The childminder has an early years qualification at level 3. She employs an assistant.

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Inspection activities

n The inspector discussed children's learning and progress with the childminder, including their next steps and interests. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n A range of documentation was sampled by the inspector, including children's development records, suitability checks and policies and procedures, such as safeguarding and risk assessment. n Discussions took place between the inspector and the childminder at convenient times during the inspection. n Written feedback from parents was gathered and the inspector took account of their views.

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Inspection activities

18 November 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

18 November 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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