Childminder in Bristol

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children remain inside as they play during their morning. They do not have daily opportunities to go outside or to develop their learning across all areas of the early years foundation stage (EYFS). This limits how much developmental progress they can make and impacts on their personal experience of the wider world. The childminder does not consider the impact of a narrow curriculum when planning for each day.

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The provision requires improvement

While inside, the childminder supports children as they self-select toys from shelves within the playroom. They add the containers to the carpet, exploring with baby dolls or dinosaurs, and making the sound of familiar farmyard animals that they find. Children are calm in their interactions with each other. They relish in repeating each other's names as part of new language learning. With support, they learn to stack foam blocks, discussing the size of each one as they build a tower. Children demonstrate positive attitudes to the limited experiences the childminder offers. They behave well and learn to share resources with each other.

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need to do better?

n The childminder encourages children to use a trial-and-error approach to their learning. For example, she brings guttering tubes inside to act as a slide on metal stands and shows children how to roll balls on the slope. Some children test the guttering to see what happens when they send their baby dolls down. The childminder models and encourages mathematical language as the children play, discussing the height and size of the tubes or balls. n The childminder's curriculum does not enable children to develop fully across all areas of learning within the EYFS. Children miss out on daily opportunities to spend time outside when the weather is dry. While they happily explore resources inside, the curriculum is limited. As a result, children are not able to reach their full learning potential or make progress due to gaps in the curriculum. n The childminder supports children to resolve problems before they arise. For

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need to do better?

example, she suggests getting a different doll when two children want the same thing. She continually praises their positive efforts throughout the morning and, as a result, children behave well despite the limited breadth of experiences across the EYFS. n When the childminder reads to the children, she immediately engages them. She shares the pictures and talks in an enchanting way, snapping her hands to show the crocodile's mouth, and making appropriate expressions on her face as she speaks. Children display positive attitudes by listening for an extended period. Some even show their understanding by moving in response to the words. n Children receive minimal challenge to extend their physical development through

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need to do better?

20 March 2023 active outdoor play. For example, some children are keen to climb or practise standing. The childminder talks knowledgeably about their needs and supports them to stand by holding their hands. However, the childminder does not provide opportunities to challenge children and encourage them to do this independently. n The childminder has taken courses for personal learning and development since the last inspection. She talks about her new approach to assessment and how she uses knowledge of the children as they play. While she offers many positive interactions with the children in her care, the more relaxed approach to planning of activities means the curriculum is not as ambitious, broad or inclusive as it might be. As a result, children do not always receive opportunities that focus on extending their learning in all areas. n Parents are happy with the day-to-day care their children receive. They feel that

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need to do better?

children are safe and settle quickly following a holiday or time away from the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder discusses ways that she assesses her indoor environment to prevent risks. For example, she stores children's bags away from the main play space and discourages children from crawling in the bathroom. The childminder has kept up to date with first-aid and safeguarding training. She has a knowledge of who to contact regarding abuse and is aware of the impact of wider concerns, such as domestic violence on children. The childminder has undertaken specific training to support the medical needs of children in her care and talks confidently about how to manage any concerns that arise.

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Due date

strengthen the curriculum so that it is both broad and ambitious, providing opportunities for learning across all areas of the EYFS 20/04/2023

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Due date

ensure that children have daily access to outdoors to further enhance their learning opportunities. 20/04/2023

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Setting details

Unique reference number EY432398 Local authority Bristol City of Inspection number 10243395 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 3 Number of children on roll 4 Date of previous inspection 4 May 2022

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Information about this early years setting

The childminder registered in 2011 and lives in the St George area of Bristol. She operates all year round from 8am to 3pm, Monday to Wednesday, except for bank holidays. The childminder holds a relevant level 3 qualification.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 March 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

20 March 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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