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 makes children feel welcome and happy in his home. Babies and children sleepily put their arms out to him and enjoy a cuddle when they wake after their nap. They seek the childminder out to share their experiences or invite him into their play. Children's well-being remains high. The childminder knows children very well and offers them lots of attentive, caring support. Parents say that the childminder has amazing relationships with the children and is a great role model for them too.

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The provision is good

The childminder observes the children, thinks about the skills children need to acquire and makes clear plans of how he can help them achieve these. He offers children very beneficial practical ways to explore concepts. He skilfully adapts activities and resources to inspire children's interest, motivate them to test out their ideas and develop their understanding and skills. Children concentrate very well as they thread items such as different shapes onto cords, developing their dexterity and finer coordination skills. They are then fascinated to explore the threading concept on a larger scale. The childminder helps children work together in a coordinated way to pass a blanket through a gap in the soft-play equipment and then thread themselves through. They giggle and have great fun while exploring moving in different ways. They show confidence and strong, positive attitudes to learning.

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need to do better?

n The childminder assesses children's achievements and progress, and outlines gaps in their learning. He knows children well. Through his observations of children and his interactions with them, he is aware of what children can do and what they need to learn next. He uses his knowledge of the children to develop their learning and skills. n The childminder sets out his home thoughtfully, assessing and minimising hazards. Children show respect for the childminder and listen to what he has to say. He teaches children about behaviour and safety expectations. He understands the importance of challenging children's physical skills, building their confidence to 'have a go' and helping them learn to recognise and manage risks themselves. He patiently offers children lots of encouragement and praise as they try new skills. n The childminder attentively supports children to appreciate the needs of others and promptly helps them negotiate with their friends as they play. He develops

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need to do better?

their sense of responsibility; they help tidy away the toys and learn to be careful around the older babies. However, at times, the childminder does not ensure that children are consistently supported to build their independence skills. n Children's communication develops effectively. The childminder is a good role

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need to do better?

24 July 2024 model, genuinely interested in the children and what they have to say. He asks children questions to encourage their speech and to share their ideas. He gives them time to think and respond. Older children enjoy chatting with him and confidently take turns in conversation. They communicate their needs and ideas well. n Children go out into the local and wider community with the childminders to develop their understanding of the world and their confidence in new situations. They visit local centres to mix with other children of a similar age and develop their social skills. They enjoy walks in the neighbouring nature area. They also go on weekly outings with the childminders, such as to the beach and farm parks. n The childminder builds beneficial relationships with parents, taking time to chat with them at drop off and pick up, and he also shares information through an online system and regular messages. However, there is no direct liaison with

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need to do better?

other settings that children attend. This means that the useful knowledge and information the childminder has regarding children's care and learning is not shared to support a consistent approach for children. n The childminder is a reflective practitioner. He works closely with his co- childminder to evaluate their practice and identify areas for development. They work very well together and share the same vision to provide high-quality care and education at their setting. The childminder undertakes online training and research to develop his knowledge and skills further and help enhance his practice.

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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 children's independence consistently, to develop their skills to higher levels n build links with other settings that children attend, sharing information to promote a consistent approach to the support children receive.

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Setting details

Unique reference number EY500447 Local authority Bristol City of Inspection number 10214131 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 8 Date of previous inspection 23 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Bedminster, Bristol. He operates from 8am to 5.30pm, Tuesday to Friday during school term times and Tuesday to Thursday during school holidays. He works with his wife who is also a registered childminder. The childminder is in receipt of early education funding 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 areas used for childminding and discussed with the childminder how he implements the educational programmes for the children. n The childminder and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children, the childminder and co-childminder and spoke with them at appropriate times during the inspection. n Parents shared their views of the childminder's provision with the inspector. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the childminder discussed his procedures for safeguarding the children.

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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

24 July 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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