Osborne, Amanda Nicola

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Very young children are happy, busy and engrossed in exploring the environment at this exemplary childminder setting. They are well cared for, nurtured and feel safe and secure. Older babies eagerly look to the childminder for reassurance and comfort if they become worried.

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The provision is outstanding

This superb childminder offers a broad and rich curriculum that entices young children into taking part in learning. She intends that all children will develop their confidence, resilience and independence. Communication and language development is also a key focus for the very young children. The childminder effectively plans for their progression and development, so they have the skills they need when they move on to their next phase of education.

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The provision is outstanding

All children's behaviour, including those who come from a range of complex backgrounds, is excellent. The childminder has high expectations for all children and is an excellent role model. She explains rules to them so they understand why they are necessary. For example, she explains, 'lets pick up some of the toys on the floor first so that we don't trip over', strengthening explanations to even the youngest children. The childminder knows the children well. For example, she knows that some of the very young children do not spend time with their grandparents. She takes them to the local community garden, where they can play and chat with older members of the community while having lunch.

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The provision is outstanding

Parents report that their young children love attending this setting and make good progress. The childminder sends regular messages to parents throughout the day, using a private social media group, and answers any queries and worries they may have between sessions. Parents say that their children have 'flourished since being with her'.

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need to do better?

n The childminder talks knowledgeably about each child and what their next steps are in all areas of learning. She skilfully matches her teaching and activities to their individual needs. For example, when parents report cleaning teeth at home is problematic, the childminder arranges for a dental nurse to visit the setting with oral health resources to talk to the children and role play with them. n This is a language-rich setting. The childminder talks with very young children and babies all of the time. She uses a variety of expert strategies to develop their communication skills. As a result, children enjoy listening, attending and being with her. They vocalise and enjoy back a forth conversations. n The childminder plans for the children's high levels of concentration. She focuses

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need to do better?

8 February 2023 very closely on gaps in children's learning. The environment is well resourced with books that children find and take to her to read with them. She thoughtfully places picture books that are highly relevant to children in appropriate areas. For example, there are books about diggers and buildings in the sand tray with the diggers and there are books about different people with the dolls. The childminder has considered that this is especially important for some children who have no access to books at home. n The childminder aims for all children, even the youngest, to feel a sense of belonging in their wider community. She gives them many opportunities to widen their experiences of the local community through outings. For example, she takes them to garden centres and libraries. Children learn about different cultures by visiting Chinese supermarkets, Polish supermarkets and playing with

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need to do better?

a range of toys and books that reflect different cultures. n The childminder challenges these children to persevere to solve their own problems. For example, when older babies want to explore resources in a closed box, she lets children try to work out how to open the box to encourage their critical thinking skills. n Older babies are highly motivated to join in with each other and play with the childminder. She is playful and fun, and as a result children babble and vocalise to express their choices. n The childminder skilfully inspires very young children to make choices and be independent. She encourages them to independently carry out self-help tasks, such as pouring their own drink, cutting fruit and spreading butter which they practice and enjoy. n Very young children know and understand hygiene practices and routines. For example, when it is snack time or when they have had a nappy change, they

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need to do better?

immediately go to wash their hands and put their paper towels into the dustbin. n The childminder pursues a focused and meaningful progression in her professional development. This underpins her practice and reinforces her understanding of child development. For example, following an update, she evaluates that she needs a more holistic view of children's interests in their two- year-old check, and plans to amend her process accordingly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong culture of safeguarding and gives safety a high priority. She is fully aware of procedures to follow and seeks advice from multi- agency partners if necessary. The childminder is relentless in ensuring that relevant professionals know the children which helps keeps them safe. She has a clear understanding that changes in children's behaviour can indicate a risk of harm. The childminder talks knowledgeably about risks to vulnerable parents, including cuckooing and radicalisation. The childminder keeps meticulous records which enable her to have a thorough overview of her setting. She carries out risk assessment of her environment and all outings regularly.

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Setting details

Unique reference number EY350617 Local authority Bristol City of Inspection number 10263201 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 3 Date of previous inspection 24 April 2017

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Information about this early years setting

The childminder registered in 2007. She lives in Knowle, Bristol. The childminding service operates Monday to Thursday, during term time. The childminder provides free early years funding for children aged under two years. The childminder holds an early years qualification at level 3, plus a Foundation Degree in Mental Health and Wellbeing of Children and Young People.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the areas used for childminding and explained how the early years provision and the curriculum are organised. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and childminder completed a joint evaluation of an activity. n The inspector held a number of discussions with the childminder. n The inspector looked at relevant documents. n The inspector spoke to parents to take account of their views.

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Inspection activities

8 February 2023 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

8 February 2023 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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