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 thrive and form strong bonds with the nurturing childminder. They snuggle into her as she uses warm interactions to help them feel safe and secure in her care. The childminder gets to know children and families well. This helps children settle quickly and they make good progress as the childminder has high expectations for all children. There is a sense of calm and happiness as children explore the learning resources provided by the childminder. Babies practise their early language skills as they delight in learning animal noises, giggling as they say 'quack, quack'. Older children demonstrate their knowledge of animal names as they proudly exclaim 'look that's a fox'. Children are kind, courteous and behave very well. The childminder acts as a good role model as she demonstrates positive interactions. Children respond well to her instructions. They learn good manners, such as when to say 'please' and 'thank you'.

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The provision is good

Due to the COVID-19 pandemic, the childminder made adaptations to her practice. This is to minimise the risk of the virus spreading. Currently, parents only enter the childminder's house if necessary. Nonetheless, the childminder maintains good communication with parents. For example, she regularly shares information with them electronically, including photographs of activities, information about care routines and ideas for children's home learning.

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need to do better?

n The childminder places emphasis on supporting children's language development. She skilfully models new words. For example, the childminder uses the word 'spotty' as the children find a toy cheetah. She slowly and clearly pronounces the word and allows time for children to say it too. The childminder takes opportunities to extend children's learning. She says how a child's trousers are 'spotty like the cheetah', to further reinforce their understanding. n The childminder supports children to learn useful skills for the future. Overall, she models and promotes children's good table manners and social skills by eating and chatting with them at the table at lunchtime. As a result, they learn to sit when eating and can feed themselves. However, snack times are less organised as children sit with the childminder on the playroom floor to eat. Children become distracted by their surroundings and are less supported to

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need to do better?

practise good social skills. n The childminder supports and builds on children's emerging awareness of what makes them unique. For example, when children point to their hair, she teaches them about similarities and differences. She encourages them to recognise and talk about who has curly and long hair. This helps children to gain understanding and to respect that other people are different from them. n The childminder has formed strong partnerships with parents and keeps them

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need to do better?

3 November 2021 well informed of their children's progress. Parents are complimentary of the childminder. They say she is 'integral' to their children's learning and supports them well with language and numeracy skills. Parents also comment that children walk in with 'a big smile' and that they know their children are in 'safe hands' with the childminder. n Children enjoy learning together as a group. The childminder identifies their interests through observations of their play. She uses this information to plan suitable activities to support children's learning. For example, the childminder sings songs about animals with the children and they excitedly join in with the actions and words. She extends their learning further by providing musical instruments. However, the childminder does not always organise resources in a way that all children can access and explore them. As a result, there are occasions when not all children are able to make their own informed choices in

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need to do better?

their play and learning. n The childminder skilfully incorporates many areas of learning within the well- planned curriculum. For example, she encourages children to learn about the natural world as she talks to them about the changing of the seasons when out on walks. During song time, she takes opportunities to teach children early mathematical concepts by singing counting songs. She holds up her fingers for children to count how many 'monkeys jumping on the bed' and encourages them to notice when there is one less.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is fully aware of her role and responsibility in keeping children safe from harm. She attends regular safeguarding training to keep her knowledge up to date and can recognise the signs and symptoms when a child may be at risk of harm. The childminder knows the correct reporting procedures to follow should she have concerns about the welfare of a child. She also has an awareness of wider safeguarding issues. These include how children and families may become influenced by extreme or radical views. The childminder knows what to do should an allegation against her conduct arises.

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should:

n review the organisation of snack times to ensure children have opportunities to practise good table manners and build upon their social skills further, to support their personal, social and emotional development n consider the organisation of resources during group activities to enable all children to explore them and to make their own informed choices in order to maximise learning.

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Setting details

Unique reference number 2522480 Local authority Bristol City of Inspection number 10208142 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the Bedminster area of Bristol. She operates Tuesday to Friday from 8am to 5pm, all year round. The childminder holds a level 6 qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n A range of documentation was sampled by the inspector, including information on the childminder's suitability to work with children, first-aid certification and safeguarding policy and procedures. n The inspector spoke to the childminder and children at convenient times during the inspection. n Parents' views were sought by the inspector and taken into account. n The inspector and the childminder carried out and discussed a joint observation of practice together.

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Inspection activities

3 November 2021 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

3 November 2021 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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