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 safe and happy at this lively setting. They welcome the inspector at the door and are keen to show them where they play. Children show a sense of belonging. They enjoy dancing in circles together while giggling in delight. The childminder has built strong relationships with all children. She regularly gives cuddles and recognises when children are tired and in need of space to manage their emotions, offering reassurance. This helps children to develop their emotional well-being.

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The provision is good

The children demonstrate they feel comfortable and happy in the childminder's house. They settle well and develop positive relationships with one another. Children show this through beaming smiles and confident interactions. The childminder organises her homely setting, focusing on the individual needs of the children. She provides a range of activities, and the children demonstrate a positive attitude to learning.

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The provision is good

The children enjoy selecting colours to decorate a cardboard box, saying it is a 'rocket ship'. Children giggle in delight as they colour the outside. These activities develop and strengthen muscles in children's hands and fingers, supporting fine motor skills in preparation for later writing. The childminder engages well in play, while offering praise and encouragement. She narrates children's play, modelling and extending their language.

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need to do better?

n The childminder knows the children very well. She knows the individual needs of each child and uses this information to develop the curriculum on offer. Overall, the childminder plans the curriculum built on what children already know and can do. However, the intent for what she wants children to focus on is sometimes too broad. This means, at times, some planned activities do not precisely focus on each individual next steps of learning. For example, older children sometimes find activities easy to complete, therefore providing limited challenge. n The childminder has high expectations for behaviour. She uses a warm, gentle approach to support children in turn-taking and sharing the space. When children struggle to share and take turns, she provides support in negotiation. The childminder reminds them about the importance of being gentle with one another. As a result, children develop a sense of right and wrong and learn to

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need to do better?

manage their feelings and behaviour. n Children enjoy healthy, balanced, nutritious meals and snacks. The childminder caters for all children's individual dietary needs. She works closely in partnership with parents, sharing information.

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need to do better?

9 February 2023 n The childminder promotes good hygiene, such as encouraging children to wash their hands before mealtimes. She supports them to carry out some self-care tasks independently, including using the toilet and tidying away after themselves before the next activity. However, the childminder does not use all opportunities to further develop children's self-care skills to strengthen their independence. These include, for example, cutting up fruit for the snack and wiping their own noses. n The children have lots of opportunities to be outdoors in the fresh air and explore their local environment. The childminder takes the children out on regular walks and outings. For example, they go ice-skating and visit the airport, parks and the farm. The childminder meets with other childminders to develop social skills and positive behaviours. n The childminder organises group activities which spark children's curiosity and

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need to do better?

extend their learning. For example, children are provided with coloured and plain pasta to create their own necklaces and bracelets. They choose which colour string they would like to use, then sit intently and concentrate on the activity. They comment, 'It keeps wiggling,' as they attempt to add pieces of pasta to the string. They confidently ask for help and show excitement with the end result. The childminder models language as they play and develops mathematical skills effectively as children count the pasta shells and identify different colours. n Parents write positive feedback about the childminder; they find the childminder 'incredible, nurturing and always offering such kindness'. Parents receive information about their children in terms of what they know and what they can do. The childminder also shares ideas for parents to build on their child's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding issues and knows who to contact if she has a concern about a child's welfare. The childminder has a secure understanding of safeguarding issues, including the risks of domestic violence. She knows the procedure to follow if there is an allegation about herself or another household member. The childminder supervises children closely and offers age-appropriate explanations to help them understand safe practices.

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should:

n use opportunities to focus more precisely on embedding children's independence skills n improve the links between identified next steps in children's learning to inform future planning and to offer more precise challenge for all children.

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Setting details

Unique reference number EY299782 Local authority Bristol City of Inspection number 10265184 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 5 Date of previous inspection 26 May 2017

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Information about this early years setting

The childminder registered in 2005. She lives in Bedminster, Bristol. The childminding service operates from 8am to 5.30pm, Monday to Thursday, all year round. The childminder is in receipt of funding for the provision of free early education for children aged two, three and four 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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n Discussions were held with the childminder at appropriate times throughout the inspection. n The inspector spoke to children during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents through written feedback

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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

9 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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