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

Young children show they are comfortable and at ease in this friendly environment. Children have formed secure attachments with the childminder and her assistant, who is new to the setting. Children readily approach the childminder for comfort and are happy to sit with her assistant to join in with activities. Young children are forming positive friendships with other children, playing together and chatting happily. They demonstrate a positive attitude towards their learning as they sit and concentrate for long periods. Young children join in with singing, shaking and banging the musical instruments, completing the actions and recalling familiar parts of the songs. They listen to stories and point at the pictures, talking about the animals they are familiar with and the noises they make. Children have plenty of opportunities to practise the skills they have gained and to recall the knowledge they have learned.

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The provision is good

Overall, the childminder implements a broad curriculum. She knows the children very well, their individual interests and abilities and quickly identifies any areas where they may need additional support. The childminder liaises with external agencies to seek advice, where appropriate, to help close any gaps in children's development and gives advice to parents on how they can support this at home. Children, including those who speak English as an additional language, make good progress in their learning and development.

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need to do better?

n The childminder has recently employed a new assistant and guides her with her practice to help her get to know the children's individual needs well. Recruitment procedures are effective, and the childminder inducts her assistant, so she is aware of her roles and responsibilities, including her responsibilities to safeguard children. n Young children develop good levels of independence and self-care skills. They are encouraged to put on their coats and shoes, feed themselves using cutlery and to drink from cups, for example. This helps prepare them for their move to pre-school. n The childminder supports young children's language development effectively, overall. She uses stories and songs to develop young children's language and engages them in conversations to encourage them to recall what they have already learned. At times, the childminder does not make the most of opportunities to extend children's vocabulary. For instance, she does not

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need to do better?

introduce the correct names for the baby animals, such as 'piglets' and 'chicks'. n Young children's behaviour is good. They learn from a young age to share and take turns, with guidance from the childminder and her assistant when the occasional minor disagreement occurs. Children learn not to take toys off their

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need to do better?

13 February 2024 friends, but to wait or that there is another chair the same colour they can have as well. This means the environment is calm and conducive to children's learning. n The childminder has attended training as part of her professional development to make improvements to her practice. She attends mandatory training, including safeguarding children, to ensure she keeps up to date with the latest guidance. The childminder has attended a course on how to support specific areas of children's development following the COVID-19 pandemic. As a result, she has increased her settling-in sessions to help ensure children are able to separate from their parents with ease and that they are settled prior to starting in her care. n The childminder values children's backgrounds and understands the importance of children hearing those languages they hear at home, such as by having dual language books. She finds out any cultures and traditions from parents, so she

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need to do better?

can implement them and share them with all the children. Children have lots of opportunities to explore the local environment. They visit parks and farms where they practise their physical skills and learn about nature and the world around them. n The childminder is knowledgeable about children's individual learning needs, however, at times she does not ensure they have plenty of opportunities to practise specific skills before moving on to the next. For example, young children colour in pictures although some struggle to hold a pencil and make marks. The childminder then introduces the children to peeling animal stickers, which is more developmentally appropriate to strengthen their hand muscles to help them to develop their early literacy skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n introduce new words during children's play to extend their developing vocabulary further n give children more time to practise strengthening their hand muscles to gain the skills they need to progress further in their early literacy development.

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Setting details

Unique reference number EY498085 Local authority Bristol City of Inspection number 10317420 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 8 Date of previous inspection 23 May 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Bristol. The childminder provides care for children from 8am until 5pm on Tuesday, Wednesday, Thursday and Friday all year round. The childminder works with an assistant. She is registered to receive funding for the provision of free early education for children aged two, three and four years. The childminder holds a childcare qualification at level 2 and a qualification in home-based childcare.

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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 this into account in their evaluation of the childminder. n The inspector viewed the provision and observed the safety and suitability of the premises. n The childminder showed the inspector some documentation, including training certificates and suitability checks. n Children communicated with the inspector during the inspection. n The childminder and her assistant spoke to the inspector at appropriate times during the inspection. n The inspector read written feedback from parents and took account of their views. n The inspector observed an activity that the childminder carried out with the children and the childminder evaluated this. n The childminder talked to the inspector about her curriculum and intentions for children's learning.

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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

13 February 2024 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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