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 are happy to attend this setting. They settle in with ease and build secure attachments with the childminder.

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The provision is good

Children are treated with respect and the childminder knows how to promote their sense of belonging. For example, children enjoy making connections with special people in their lives as they point to familiar photographs of family members, which the childminder displays at their eye level. Children have opportunities to explore safely and make free choices in their play. They demonstrate good independence skills and display a can-do attitude to learning.

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The provision is good

Children learn to manage their feelings well and show kindness towards others. They enjoy going on outings, for example to the local library and groups, where they get to interact with other people from the wider community. Children develop good social skills, and the childminder teaches them about conflict resolution from an early age. For example, she equips younger children with the skills to manage any minor disputes amicably between themselves. Children gain the skills they need in preparation for the next stage of their learning.

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need to do better?

n The childminder provides a broad and balance curriculum for children. She knows how to spark their curiosity and offers meaningful learning experiences. For example, children learn to use a child-sized brush as they help the childminder to sweep away the fallen leaves on the footpath. The childminder explains to children about the importance of clearing the path to prevent any falls and slips. n The childminder works closely with parents to find out about their child's initial starting points. She regularly assesses children's progress and captures 'wow' moments, for example through photographs, which she shares with parents. However, at times, the childminder does not actively promote children's next steps in learning within her planning, to help them reach their full potential. n Children develop a keen interest in exploring books and learn to make marks from an early age. The childminder ensures that books are easily accessible for

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need to do better?

babies and young children. For example, she organises books based on children's age and stage of development to keep them engaged and focused. n The childminder encourages children to sing familiar songs. She uses visual cards to help children identify their favourite nursery rhymes. Children are happy to sing along to the words while playing the tambourine. Children develop good language and communication skills. n Children enjoy counting objects and problem-solving. The childminder encourages them to make comparisons when exploring different sized objects,

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need to do better?

3 November 2021 for example when considering if the jug is 'too small' or 'too big' to hold pasta shells. n Children enjoy completing small tasks for themselves, such as slicing bananas for snack time or putting on their coats for outdoor play. The childminder praises their good efforts and positive behaviour. Overall, children are familiar with the daily routine and learn to adapt to changes. However, at times, the childminder does not provide clear explanations to help children fully understand what is going to happen next. n Parents are highly complimentary of the care their children receive. They describe the childminder as being 'warm, loving and energetic'. The childminder maintained regular contact with parents during the pandemic, for example through online video calls. The childminder works with parents to support children's learning at home, including offering tips for potty training. n The childminder promotes healthy eating and ensures children have regular

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need to do better?

exercise, including visits to the local parks. The childminder has recently completed forest school training to gain ideas for extending learning outdoors. n The childminder is ambitious and values her ongoing professional development. During the pandemic, she attended several online courses to keep her knowledge up to date. The childminder regularly evaluates her provision and has successfully addressed the recommendations from her last inspection.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role to safeguard children in her care. She is able to identify the signs that may suggest a child is at risk of harm from abuse or neglect. The childminder is familiar with the process for making a referral about a child, as well as the procedures for reporting any allegations made against her or a household member. She has a good understanding of wider safeguarding issues, such as county lines and domestic abuse. The childminder attends relevant training to keep her safeguarding knowledge up to date.

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should:

n allow children sufficient time to adapt to changes in the daily routine and provide clearer explanations to help them understand what is going to happen next n review planning to focus more on promoting children's next steps in learning and to build upon what children already know and can do.

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Setting details

Unique reference number EY480279 Local authority Bristol City of Inspection number 10061872 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 6 Number of children on roll 2 Date of previous inspection 16 February 2016

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Information about this early years setting

The childminder registered in 2014. She lives in the Redland area of Bristol. The childminder operates from 8am to 5.30pm Monday to Friday. She holds a relevant qualification in early years at level 3.

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Inspection activities

n This was the first routine inspection of the setting since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder. n The inspector viewed the areas used for childminding and discussed with the childminder how she implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. The inspector observed the children and the childminder and spoke with them at appropriate times during the inspection. n The inspector took account of parents' written views by reading their comments in emails and via online reviews. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the childminder discussed her procedures for safeguarding the children.

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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

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