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 enjoy their time with the childminder and assistant. They respond warmly to them and to the welcoming environment. Children show delight when the childminder and her assistant interact with them. For example, they roar with laughter at the playful assistant during mealtimes and eagerly request that the childminder re-reads the same book each time she finishes. Children demonstrate kindness and consideration towards others. The older children share their toys and sit with new children to help them to feel welcome, settled and secure.

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The provision is good

The childminder plans challenging and enjoyable activities. Children demonstrate a positive attitude to learning and make good progress in their development. Children learn some Spanish words at the setting and confidently use them to express themselves, such as calling out 'agua' when they are offered drinks. Older children are imaginative in their play and develop good mathematical skills. For example, they make pretend cakes for the adults and learn to identify small quantities of items without having to count them. Toddlers happily splash in puddles and enjoy emptying and filling containers. Children are confident to make choices about what they want to play with or do.

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need to do better?

n The childminder and her assistant are kind and caring. The children form strong bonds with them and feel comfortable in their care. The childminder supports new children sensitively and offers reassurance with words and cuddles. The new children settle in very quickly and feel confident enough to express their needs and wants from their first session. n The childminder's observations and good knowledge of children help her to support them in their learning. She is clear about what she wants children to learn and plans a broad and stimulating curriculum. Children develop the skills and knowledge to prepare them well for later learning, including school. On occasion, the childminder and assistant do not use what they know about the children to target their learning needs as precisely as they could. n The childminder assesses children accurately and skilfully recognises when children may need additional support. She works in close partnership with

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need to do better?

parents and other professionals to provide consistency in children's care and learning, to meet their individual needs. Children who need extra help make good progress. n Generally, the childminder and her assistant provide good support for children's communication and language development. They model the clear pronunciation of sounds when repeating what children say, and they introduce new words. At times, the childminder and her assistant do not encourage the younger children and those who feel less confident to talk and respond verbally as often as they

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need to do better?

24 August 2022 do for the other children. n The childminder encourages children to play games together and supports them to take turns. Children learn to share toys and understand the expectations for their behaviour. With help, toddlers follow instructions and develop good social skills as they play with their friends. n The childminder and her assistant give children the reassurance, support and time they need to try to solve problems independently. For example, they tell the children how to fit toys together and patiently allow them to have a go. With reassurance, toddlers work out how to walk up the steps carefully while carrying large toys. n Partnerships with parents are strong. Parents report positively about the childminder's caring and nurturing approach and say that they feel the childminder's setting is an extension of their own homes. They appreciate her approach to providing safe and happy experiences for children and feel that their

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need to do better?

children flourish in the childminder's care. n The childminder regularly reflects on the quality of her provision. For example, she has recently reduced the number of outings she takes the children on, after noticing that the children formed stronger relationships with each other during the increased time they spent at her home during the COVID-19 pandemic.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant understand their role to keep children safe and keep up to date with changes in safeguarding. They have a good understanding of the signs that may indicate a concern about children's welfare, including abuse and extremism. The childminder and her assistant know the procedures to follow to report any concerns about children in their care. They are aware of other risks to children outside the home and the importance of working with external agencies to report concerns. They have a strong focus on children's safety at all times. For example, they remind toddlers to eat smaller mouthfuls of food to reduce the risk of choking.

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should:

n provide further support and challenge to target children's learning needs more precisely n develop the consistency of interactions with the younger children and those who use language less often, to encourage them to speak and respond verbally more frequently.

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Setting details

Unique reference number EY491462 Local authority Bristol City of Inspection number 10250214 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 12 Number of children on roll 9 Date of previous inspection 19 October 2017

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Information about this early years setting

The childminder registered in 2015 and lives in the Whitchurch area of Bristol. She operates all year round from 7.30am until 5.30pm, Monday to Friday. The childminder works alongside her husband, who is her assistant.

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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 The inspector observed the quality of education being provided, indoors and outside, and assessed the impact on children's learning. n The childminder talked to the inspector about her curriculum and what she wants children to learn. n The inspector spoke to and played with children, to take account of their feedback of the setting. n The inspector spoke with the assistant and the childminder about the children, the day-to-day running of the setting and how they meet the requirements of the early years foundation stage. n Parents provided written feedback about the setting for the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

24 August 2022 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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