Mills, Helen Claire

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 secure in this nurturing home-from-home environment the childminder creates for them. The childminder knows the children well and she uses her knowledge of them to tailor her teaching to meet their needs. For example, children show an interest in cars, and they push them up and down the ramp on the toy garage. The childminder extends children's play by adding large tubes. Children experiment with different sizes of cars to see if they fit down the tube. The childminder introduces maths language saying, 'Is that too big?' and 'Can you find a smaller one?' to get children thinking even further.

p.2

The provision is good

The childminder constructs a curriculum which focuses on what she wants children to learn while incorporating their interests. The childminder focuses on developing children's independence and confidence to get them ready for pre-school. She speaks to children throughout care-giving routines, so that children know what is happening. Children wash their owns hands before meals and the childminder encourages them to have a go at wiping their own faces and noses from a young age. Children make choices of what they want to play with and seek the childminder for support where needed. She encourages children to use their words to make their needs known.

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need to do better?

n The childminder is part of her local training scheme. She keeps herself up to date with any changes to legislation and attends regular training courses. She has most recently attended safeguarding training to help ensure that children in her care are safe and that she can identify any potential concerns. The childminder also has regular liaisons with the local authority to support her with the enhanced provision scheme she is a part of. This helps her to provide the best care and support for vulnerable families and children. She ensures children are safe, secure and thrive in her care. n The childminder integrates children into their local community. They attend local toddler groups where children have the opportunity to develop their communication and social skills with others outside the childminder's home. Children also develop their physical skills when they attend soft-play centres and use large play equipment at local parks.

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need to do better?

n Children are confident in the childminder's home and play with purpose. They independently select toys and activities. The childminder plays alongside children and they enjoy her interactions. However, when children move to a new activity, or when it is mealtime, the childminder does not always encourage children to tidy away the toys. At times, there are lots of resources on the floor and children stand on these and are unable to clearly see what is available. The childminder does not consistently teach children how to respect resources and look after

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need to do better?

26 February 2024 their environment. n Children behave well and are respectful of one another. The childminder uses positive praise to reinforce good behaviour. For example, when children share items with their friends, she says 'good sharing, that was kind'. Children have good relationships with their friends. When children notice a friend drop their cup, they pick it up, call their friend's name and return it to them. Children beam with happiness at the actions of others. n The childminder knows how to develop children's language. She entices them to join a singing activity of 'What's in the box?'. Children make a choice of an item from the box and sing the song that links to the item. Most children happily listen to the childminder sing and join in with words and actions they know. However, at times, the childminder does not make the expectations of the activity clear. This results in some children attempting to take items before it's

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need to do better?

their turn, while others become disengaged and leave the activity after a short period. The childminder does not always ensure she maximises learning for all during group activities. n Partnerships with parents are good. The childminder creates a relationship with families on children starting with her. She gathers knowledge from the parents to ensure that children receive the best care while they are with her. Parents share that the childminder is trustworthy and professional and their children love to attend. The childminder has good communication with parents and they are aware of what their children are learning and the care they receive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n set clear expectations so that children become more independent in taking care of their environment and respecting resources n review group activities to make sure that all children fully engage and are aware of the expectations to maximise their learning.

p.3

Setting details

Unique reference number EY431418 Local authority Bristol City of Inspection number 10331723 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 29 April 2019

p.4

Information about this early years setting

The childminder registered in 2011. She lives in Fishponds, Bristol. The childminder offers care from 7am to 6pm, Monday to Thursday, all year round, except for family holidays. She has a relevant childcare qualification at level 3. The childminder is in receipt of funding for early education for children aged two and 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 childminder and has taken that into account in their evaluation of the childminder. 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 their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observation of group activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 February 2024 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

26 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

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