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 confidently enter the childminder's home and are happy. They are settled and have formed strong emotional attachments with the childminder. They seek her out for reassurance and cuddles when necessary. This demonstrates that children feel safe and secure in the setting. Children eagerly invite others into their play and show that they are comfortable in their surroundings as they safely move around the environment. Children freely choose the activities and resources they want to play with. For example, they pretend to make cups of tea during role play, while narrating, 'It's hot, blow on it.'

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The provision is good

Children stay engaged in their chosen activities. The childminder is clear about what she wants children to learn while with her and provides activities that interest them and develop their positive attitude to learning. For example, the childminder provides play dough with safety scissors and plastic knives. The children squeeze and roll the dough and use the tools to create 'wiggly worms'. They develop their small-muscle skills and strengthen their fingers and hands. The children smile proudly as the childminder praises their efforts. The childminder takes time to discover children's interests and finds things to spark their curiosity. This helps to promote children's self-esteem. The childminder extends children's learning and supports their early mathematical skills effectively. She adds language such as 'big', 'small', 'long' and 'short'. Children listen attentively and repeat the phrases.

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need to do better?

n The childminder implements a curriculum that follows children's interests and abilities. She uses this knowledge when setting up the environment for the children, providing activities they might like. She instinctively poses questions and initiates conversations to extend children's language. Babies and toddlers show good language skills. They ask questions and talk confidently to unfamiliar adults. However, the childminder does not plan activities as well as she could to target children's next steps more closely, to challenge and help them to remain focused and engaged for longer. n The childminder has strong partnerships with parents. She encourages parents to share information about their children's interests, routines and family members and makes use of this information to provide an easy transition for children entering her home. The childminder provides daily feedback about children's activities, including photos. She helps parents with ideas and supports

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need to do better?

children's learning and development at home. This helps children to make consistent developmental progress. Parents comment, 'It feels like a second home.' They describe the childminder as 'likeable'', 'diligent' and 'caring'. n The childminder has clear boundaries and expectations to support children's good behaviour. Children follow the childminder's simple rules and learn to

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need to do better?

27 April 2023 follow safe practices. For example, they learn not to run in the childminder's home. The childminder teaches children to share and take turns. For instance, she encourages children to use a sand timer to help them measure when it will be their turn. n The childminder encourages children to be independent. Children make their own choices about the toys they play with and tidy them away once they have finished, with encouragement from the childminder. However, the childminder does not consistently extend children's self-care skills to help to prepare them for school. For example, she takes their shoes off for them and chops their fruit at snack time. This reduces opportunities for children to learn new skills and do things for themselves. n The childminder focuses on children's communication and language. For example, children listen intently and engage with familiar stories, such as 'The Very Hungry Caterpillar'. The childminder uses these opportunities to check what

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need to do better?

children remember. For instance, children use the story prop bag to find the matching fruits in the book. They independently access their favourite stories and books throughout the day. n The childminder reflects on her provision to ensure that children make the best possible progress. The childminder targets her training to support the needs of the children and families she provides care for. This helps to ensure that children and families receive consistent good-quality education and any further support they may need.

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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. She also knows the procedure to follow if there is an allegation about herself or another household member. The childminder has a secure understanding of a range of safeguarding issues. She supervises children closely and offers age-appropriate explanations to help them understand safe practices. The childminder keeps her safeguarding knowledge up to date through training.

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should:

n promote children's independence further by encouraging them to do more things for themselves, to promote their self-confidence and help to prepare them for school n plan activities more precisely to take account of children's next steps so that they are challenged appropriately and remain focused and engaged in their learning.

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Setting details

Unique reference number EY493219 Local authority Bristol City of Inspection number 10280454 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 3 Date of previous inspection 12 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Bristol. She operates all year round from 8am to 5.30pm, Tuesday to Thursday.

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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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed interactions between the childminder and children and spoke with the childminder at appropriate times during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to parents and took account of their views.

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Inspection activities

27 April 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

27 April 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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