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 show they are safe and well settled in the childminder's care. They have formed secure attachments with the childminder and confidently seek her for support when needed. Children happily explore their environment, making choices about what they want to play with, and they engage with purpose.

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The provision is good

The childminder constructs and implements a curriculum tailored to the needs of the children she cares for. She knows all the children very well and encourages their learning in ways best to excite and engage them successfully. The childminder has a big focus on supporting self-confidence and independence for all children, especially those who are in their pre-school year. For example, children put on their own shoes before they go in the garden, and they help to prepare their meals.

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The provision is good

Children display very good behaviour. They play well together and are accepting of younger children in their play. For example, when they create structures with magnetic shapes, they discuss what they are making with their peers and the childminder. The childminder facilitates their ideas and asks them to think about what other shapes they could use to construct the 'roof'. When children need a piece their friend has, they kindly ask if they can use it. When younger children attempt to touch their structure, they calmly say 'no' and pass them another object to play with. The childminder is close by and quickly identifies when younger children require support.

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need to do better?

n The childminder is aware of the effect that the COVID-19 pandemic has had on children in her care. She quickly identifies the gaps in children's learning. She uses her knowledge and the support of external agencies to help support children to catch up and develop in their learning. For example, the childminder gives children time to process and respond to language. When they mispronounce words, she repeats the word back to them correctly. Children make good progress from their starting points. n Children are keen to learn, and they engage intently with activities provided. The childminder plays with the children and models activities. When older children engage with wooden blocks, she introduces mathematical language such as 'symmetry' and talks to the children about how they can make the blocks symmetrical. However, at times, the childminder does not adapt her curriculum so that younger children can engage successfully. For example, when younger

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need to do better?

children join to explore the blocks, the childminder offers a block to them but does not model an alternative activity to meet their developmental level. Younger children do not always have consistent learning opportunities tailored to their needs.

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need to do better?

5 September 2023 n The childminder integrates children into the local community. They regularly access the local woods, where she creates forest school activities and children can develop their physical skills by climbing trees and digging in the mud. They also attend a weekly toddler group, where children get the opportunity to mix with other children and explore new resources. Children are confident to play and learn in a variety of environments. n The childminder encourages older children to sit and listen to a story about their feelings. Children concentrate well and are eager to hear the story. The childminder asks children questions during the story, and they confidently respond. They say they are 'happy' today. However, the childminder does not consistently use opportunities that arise to extend children's learning. When children say how they feel, she does not always ask why or what makes them

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need to do better?

feel the way they do. The childminder does not always enhance children's learning to develop their thinking even further. n The childminder has good partnerships with parents. Parents report they are very happy with the care and learning their children receive while in the childminder's care. They speak of the 'amazing' support their children receive. Children are happy to attend and love being at the childminder's setting. Families are well supported. n The childminder instils within children the importance of hygiene routines from a young age. Children independently wash their hands before mealtimes, and the childminder wipes young children's hands. When providing caregiving routines, the childminder says to young children, 'We need to change your nappy'. She talks to them throughout about what she is doing and the importance of being clean. Older children use the toilet area independently, and the childminder

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need to do better?

ensures that they have privacy, remaining close by in case they need support. The childminder washes her hands regularly to model the importance of hygiene. All children learn the importance of hygiene routines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of her role and responsibility to help keep children safe. She has a robust system in place for recording any concerns she may have. She recognises the signs and symptoms that may be indicators that a child is at risk. The childminder is aware of the external agencies she can contact should she need support regarding a child's welfare. She is aware of how to manage and report any allegations that may be made against her or household members. The childminder provides a safe and secure environment for children to play and learn.

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should:

5 September 2023 n support younger children more effectively during focused activities to ensure they receive consistent learning opportunities appropriate to their developmental level n extend learning consistently, particularly for older children, to help them develop their thinking and strengthen their learning even further.

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Setting details

Unique reference number EY476280 Local authority Bristol City of Inspection number 10306783 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 4 Number of children on roll 11 Date of previous inspection 26 February 2020

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Information about this early years setting

The childminder registered in 2014. She lives in Broomhill, Bristol. She operates on Monday before- and after-school only. She provides care for all ages on Tuesday, Wednesday and Thursday, from 8am to 5.30pm, all year round. The childminder holds a degree in early childhood studies. She is in receipt of funding for early education for children aged three 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 provider and has taken that into account in their evaluation of the provider. 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 interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of group activities with the childminder. n Children spoke to the inspector during the inspection. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable.

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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

5 September 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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