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

The childminder has created a curriculum that is varied and provides children with opportunities to support their learning, particularly exploring the outdoors. Children settle well and show confidence as they arrive. Older children show good independence when they take off their shoes and eagerly explore the welcoming environment. Children develop their mathematical skills well. For example, older children use beads to make patterns and count confidently to 10. The childminder uses good questioning skills, allowing children the time to think and respond. For example, she asks them what comes next and children stop and look closely at the pictures and then choose the correct bead. The childminder develops younger children's language skills as they explore small farm animals. Younger children excitedly say 'baa' and 'oink', holding the correct animal matching the sound. The childminder introduces new vocabulary such as 'neigh' and uses children's home

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The provision is good

language to secure their understanding. Children feel valued and take pride in their success as the childminder celebrates their learning together. Children progress well in their learning and development, including those who learn English as an additional language (EAL).

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The provision is good

Children have strong attachments with the childminder, who is kind and caring. The childminder is attentive to children's needs and knows them extremely well. She develops children's listening and attention skills. She speaks clearly, using age- appropriate language and instruction.

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need to do better?

n The childminder implements a well-balanced curriculum that supports children's interests. She has a good awareness of children's next steps in learning and plans her activities around these. However, at times, the childminder does not successfully identify when older children need more challenge in their learning. This narrows opportunities for children to develop their critical-thinking skills further. n The childminder uses effective observation and assessment to track children's development. She identifies any emerging gaps in learning and swiftly seeks advice from outside professionals to support children when needed. The childminder shares learning with parents and local schools, ensuring smooth transitions when children go to school. n The childminder supports children's communication skills and recognises the importance of creating a language-rich environment for children. She introduces new vocabulary such as 'hatching' to older children as they discuss the process

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need to do better?

of laying eggs. Younger children enjoy cutting fruit for snack. The childminder repeats 'push, push', using a gesture alongside to secure their understanding. This enhances children's language skills, particularly children who learn EAL.

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need to do better?

3 April 2024 n Children learn about healthy lifestyles. The childminder promotes good personal care routines with children. They learn about the importance of washing their hands before eating and preparing food. Older children independently attend to their care needs. However, at times, the childminder overlooks opportunities to develop the younger children's independence further. For example, so they wash their own hands and pour their own drinks. n The childminder provides a range of experiences for children to explore their community. This provides opportunities for children to develop an understanding of the world in which they live. Children visit local parks, nature reserves and woodlands, where they paint with mud and explore nature. The childminder attends local groups to build on children's social skills in preparation for school. Children ask, 'When are we going to group?' n The childminder takes pride in learning new skills and understands the value this

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need to do better?

has on children's development. She has a particular interest in supporting children's emotional well-being and has recently completed mindfulness training, providing her with a deeper understanding of children's emotions and self- regulation. The childminder comforts and soothingly talks to children, validating their emotions, enabling them to build emotional resilience. n Parents report on the wonderful outdoor activities the childminder provides and how children 'connect with nature'. They value how attuned the childminder is to children's emotions and the positive, nurturing environment she provides. The childminder shares information regularly, and parents know their children's next steps in learning.

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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 support younger children to build independence to begin to take care of more of their own care needs n strengthen interactions with older children, providing greater challenge to further extend their critical-thinking skills.

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Setting details

Unique reference number EY499250 Local authority Bristol City of Inspection number 10312090 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 4 Date of previous inspection 19 April 2018

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Information about this early years setting

The childminder registered with Ofsted in 2016. She lives in Bristol and provides care for children from 8.30am to 5pm Monday, Wednesday and Friday, all year round. The childminder is a qualified teacher. She receives early education funding for children aged two, three and four 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 childminder showed the inspector the premises and discussed how they ensure that they 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 early years foundation stage 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 observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

3 April 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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