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 settle quickly on arrival in this warm, welcoming setting. The childminder has a wealth of knowledge which she uses as the basis of her practice, to support children's learning and development. She ensures children have frequent opportunities to get to know their local area and socialise with other children. Children spend a great deal of time outside in local parks, toddler groups, farms, and local garden centres. They develop a love of nature and animals. Children form secure relationships with the childminder, who is kind and gentle. They are happy and confident, and enjoy their time at the setting. Children are confident to lead their own learning and make choices about what they want to play with or do. For example, they decide to build a tent for their cars, and know where to select warm blankets, to make their tent cosy.

p.2

The provision is good

The childminder finds out from parents about their children's routines, interests, and abilities before they start at the setting. She uses this information to plan for children's individual learning. Children make good progress at the setting.

p.2

The provision is good

The childminder gets to know children extremely well. She has high expectations for children's behaviour and promotes good manners and clear boundaries. Children are motivated to learn and are developing the skills needed for their next stage of learning.

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need to do better?

n The experienced childminder has a good understanding of how children develop. She monitors children's progress and quickly identifies any gaps in learning, while putting plans in place to address these effectively. n Partnerships with parents are highly effective. Parents are very complimentary about the setting and the childminder. The childminder shares children's learning through photographs and daily communication with parents. n The childminder knows the children in her care well and can confidently talk about their capabilities. She plans a wide range of age-appropriate activities to support and prepare them for their next stage in learning. n The childminder supports children to develop their own independence and promotes their self-care skills well. Children independently select toys and resources that they want to play with and take a lead in their play. Children manage their own personal needs. For example, at snack time, they wash and

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need to do better?

dry their own hands and peel their own fruit. Children are confident and independent learners. n Although the childminder has undertaken some training, she does not always reflect on her practice to establish a highly targeted programme of professional development to ensure that her skills and knowledge improve consistently to the

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need to do better?

29 November 2022 highest level. n The childminder supports children's speech and language development well. She engages children in regular conversation throughout the day to extend and build on their communication skills. She speaks clearly and uses repetition of language to help children say words correctly. However, on occasions, the childminder does not allow children enough time to share their own ideas before moving on to the next question. n The childminder makes the most of spontaneous opportunities to support children's mathematical knowledge and skills. Children are encouraged to count throughout the day. For example, they count the stairs as they walk up or down them. The childminder helps children to develop a deeper understanding of more complex mathematical concepts, such as size, shape and number recognition. n Children choose from a wide range of fiction and non-fiction books. They climb

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need to do better?

onto the childminder's lap and ask her to read to them. The childminder talks to children about what they can see in the pictures and misses out familiar phrases so children can share their ideas. Young children carefully turn the pages of the book. Children begin to develop an understanding of the world through the books. For example, young children can recall learning about space and planets and learn more complex words, such as 'Saturn'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding and child protection. She attends regular training. She ensures that her knowledge is up to date by reading and researching new guidance. The childminder is enthusiastic about keeping children's safe. The childminder understands wider areas of safeguarding. She can talk with confidence about what she would do in a range of scenarios. Children are well supervised. The home is regularly risk assessed and maintained to a high standard. The childminder takes the time to teach the children about how to keep themselves safe. For example, she teaches the children how to safely cross the road.

p.3

should:

n make better use of self-reflection to identify a more targeted plan for professional development to increase knowledge and skills further and raise the quality of teaching to the highest level n allow children enough time to answer and share their own ideas to extend their speech, language and thinking skills even higher.

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Setting details

Unique reference number 106832 Local authority Bristol City of Inspection number 10234053 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 17 November 2016

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Information about this early years setting

The childminder registered in 2000 and lives in Bower Ashton, Bristol. She works from Monday to Friday, 8.30am to 5pm, throughout the year. The childminder is in receipt of funding to provide free early education for two-, three- and four-year-old children. The childminder holds a relevant childcare qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the childminder's interactions with the children indoors to assess the impact this has on children's learning. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The inspector looked at a sample of documents. This included evidence of her suitability and training. n The inspector completed a learning walk across all areas of the house and gardens to understand how the provision is organised.

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Inspection activities

29 November 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

29 November 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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