Allmark, Louisa Joy

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

Young children settle quickly and develop secure relationships with the childminder. She works with parents to gather lots of information when children first start, to help her get to know children and support their needs. The childminder is kind and caring. When children become upset, she quickly reassures them with a cuddle. She knows their routines and recognises when they are hungry or tired. She quickly adapts her plans to meet their care needs and support their well-being, such as moving lunchtimes and nap times forward.

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The provision is good

The childminder plans experiences and support to extend children's learning. Children make good progress. They are eager to explore. Older children excitedly test out their ideas, combining paint with water, creating mixes and 'pink water cup cakes'. Younger children confidently select items and concentrate on things that interest them, as they scoop and pour water. Children's communication is progressing well, including children who speak English as an additional language. The childminder is friendly and chatty. Children enjoy her company. They listen and show their understanding as they follow her instructions. Older children chat confidently with her. Younger children begin to communicate their needs, and some clear words start to emerge in their speech.

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need to do better?

n The childminder carefully monitors and assesses children's progress through frequent observations. She identifies any gaps in children's development and makes plans to help them to achieve their next goals. The childminder works with parents closely, sharing children's achievements and plans for their future learning. Parents are very positive about the childminder and the work that she does. They say that a smile appears on their child's face every day when they come to the childminder's house. n The childminder reads stories to the children, making these interesting and relevant. She inspires their curiosity, and they are keen to learn. The childminder reinforces concepts well. For example, she provides caterpillar toys and associated props and resources for children to learn about life cycles. They then explore the concepts in other activities linked to caterpillars. The childminder takes time to extend children's learning in other areas, such as encouraging their

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need to do better?

counting and maths skills. n The childminder ensures that older children are challenged well. For example, they enjoy making purposeful marks while painting and colouring with pens. They take care and show increasing control. Younger children are keen to have a go. However, at times, the childminder does not adapt the activities and resources available to match children's differing needs and maintain their engagement. This means that sometimes younger children's exploration and

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need to do better?

20 September 2022 learning do not develop as much as they could. n The childminder ensures that she complements the experiences children get at home, discussing these with parents to provide a good balance for children. She ensures that children have the opportunity to be active in the fresh air and enjoy being outside. She has interesting activities set up in her garden. She takes children to wildlife areas, parks and open spaces. Children develop their strength and physical skills and their interest in the natural world. n Overall, the childminder manages children's behaviour appropriately, particularly to ensure children play safely. Young children are learning to take turns with resources and beginning to enjoy being with other children of a similar age. However, the childminder is not consistently successful in helping children to manage their emotions and play cooperatively. This then affects children's

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need to do better?

concentration and focus on activities, and they become distracted and can distract others. n The childminder thinks about what she provides for children and how she can improve this further. She has memberships with professional organisations and carries out online training to acquire new knowledge, focusing this on the changing needs of the children who attend her provision. For example, she has completed training in storytelling linked to children's interest in stories and to help inspire and extend their learning further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection issues and knows how to report concerns, to protect children's welfare. She keeps up to date with the local safeguarding partnership procedures and undertakes training to refresh her knowledge of safe practices. The childminder keeps her home clean and well maintained. She ensures that the play equipment is in good condition and is appropriate for the ages of the children. She uses barriers to restrict children's access to higher-risk areas, such as the stairs and parts of her garden due to repairs needed to a garden wall.

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should:

n review and adapt activities to support younger children's needs even more closely, developing their skills to the highest level n offer children greater support to help them learn to consistently recognise and manage their emotions and play cooperatively.

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Setting details

Unique reference number EY385382 Local authority Bristol City of Inspection number 10218606 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 7 Date of previous inspection 17 August 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Fishponds, Bristol. She operates all year round from 8am to 5pm, Tuesday to Friday. The childminder is in receipt of early education funding for children aged two years.

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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 provision. 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. n The inspector observed the children and the childminder and spoke with them at appropriate times during the inspection. n Parents shared their views on the childminder's provision with the inspector. 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

20 September 2022 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

20 September 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

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