Childminder in Bristol

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides a well-sequenced and exciting curriculum for all children. She carefully plans activities tailored to children's individual needs and adapts them well to suit the varied ages of children. For example, older children follow instructions when using recipe cards to make their own dough, and younger children explore their interest in emptying and filling trays. Children learn new mathematical concepts as the childminder naturally extends children's learning. For example, older children push small cars down a ramp, and the childminder provides them with a tape measure and asks, 'Would you like to measure how far your car goes?' Outside, children excitedly dig in the sand and recall the pirate story they listened to previously as they exclaim, 'Wow! Treasure like the pirates.' Younger children challenge themselves as they safely practise their coordination and balance when 'walking the plank'.

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The provision is good

Children's behaviour is excellent. The childminder has high expectations for children and creates consistent boundaries. Children use their manners consistently and have wonderful and caring friendships with each other. For example, older children give words of encouragement to younger children as they climb, saying, 'You can do it.' The childminder shows the upmost respect and care for children and deeply values children's individuality.

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need to do better?

n The childminder spontaneously challenges children in their learning, helping them to progress. Children explore letters when independently painting with water and state, 'Look! I made a C.' They develop their critical thinking skills as the childminder asks them what else begins with the letter C? The childminder provides children with a small notepad and pencil so they can continue their interest in making marks. Children develop good foundations and are ready for their next stage of learning. n The childminder gathers a wide variety of information from parents to form robust starting points for children. She visits children in their homes, helping to form good relationships from the start. The childminder observes and regularly monitors children to help her plan for what they need next in their learning and development. n Children use song cards and baskets, helping them to develop a keen interest in

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need to do better?

songs and rhymes. The childminder has recently implemented these to build on children's communication and language skills. She enjoys discussions with children, introducing them to new vocabulary, such as 'deeper' and 'shallow'. However, at times, she does not give the younger children enough time to process information and respond to develop their speaking skills further. n The childminder creates many opportunities that support children's literacy skills.

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need to do better?

11 June 2024 Older children look at books together in the tent and say, 'Shall we share it?' The childminder and children role play together outside as they recall parts of 'The Three Billy Goats Gruff' story. Children say, 'You can't cross the bridge, there is a troll.' The childminder takes children on trips to the library where they develop a strong sense of independence as they choose their own book. n Children develop healthy practices. Younger children show great independence as they navigate small steps, supporting them to wash their hands independently. Children learn about how to keep themselves safe. For example, the childminder talks to them about why they need sun cream and hats. Children say that sun cream 'stops my skin from burning'. n The childminder recognises the importance of training and how this can help her enable children to develop further. Following recent speech and language

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need to do better?

training, she has implemented a strategy called 'speech screening', helping her to swiftly identify gaps in children's speech development. n Children develop a strong sense of belonging. The childminder prioritises children's emotional well-being and deeply values their individual needs. She inspires children to talk about recent family holidays. Children excitedly recall memories and share these with their friends. The childminder actively encourages children to showcase their talents. Children turn on their favourite music and confidently sing and dance around the room. The childminder embraces children's character, enabling them to be unique individuals. n The childminder communicates effectively with parents, regularly sharing photos of what the children have been learning. Parents receive ideas on how to support their children at home. They notice progression in their children's confidence and social skills. Parents praise the childminder for how well she

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need to do better?

promotes diversity through resources, conversations and interactions with the community.

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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 give younger children more time to process information and respond to questions, further supporting their communication and language skills.

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Setting details

Unique reference number EY497888 Local authority Bristol City of Inspection number 10349782 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 5 Number of children on roll 6 Date of previous inspection 11 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in the Ashton area of Bristol. She operates all year round, Monday to Thursday from 8.30am to 5.30pm. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children.

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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 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

11 June 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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