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 Not applicable

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The provision is good

Children have strong bonds with the childminder. She knows children very well and supports their well-being closely. The childminder's ethos is to provide 'gentle childcare'. She has a caring manner and makes children feel welcome and happy in her home. She treats children with kindness and respect. Children also learn these traits, independently sharing items or helping each other. They develop their confidence and social skills very well. They have built good friendships and enjoy playing together, listening to each other's ideas and cooperating well.

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The provision is good

Children progress their skills well. The childminder focuses closely on preparing children for their move on to school. She offers well-thought-out experiences as part of her planned curriculum, linking these closely to children's learning needs and interests. Children develop their hand strength and dexterity to help prepare them for the skills they will need for early writing. They eagerly experiment with craft materials. The childminder skilfully links these to stories she reads to the children and seasonal concepts they are focusing on. Children excitedly decorate a cardboard house for hibernating animals. They animatedly discuss their creative plans, such as using a stick as the key and cotton wool clouds at the top. Children try different glues to stick items and adapt their approach, confidently discussing issues with the childminder. They work to solve problems and use tape to ensure items are secure. The childminder gives them lots of encouragement and praise, as

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The provision is good

well as tips for their success, as they persevere to cut the tape themselves.

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need to do better?

n The childminder shows a passion for her work. She conscientiously adapts her provision and practice to the needs of the families and children in her care. She seeks suitable training to help develop her teaching and enhance the experiences that children receive, which are particularly linked to her 'nature play' ethos. For example, she has undertaken introductory forest school training to help extend her support for children during the many outings they undertake to woodlands and nature areas. n The childminder promotes children's developing speech well. She listens to children and encourages conversations. She extends their vocabulary by offering older children useful commentary and explanations, as well as asking them questions to be sure of their understanding. She extends their confidence and communication further through stories and books. She reads to them in an animated way, sparking their interest. She takes time to explain new concepts

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need to do better?

and words and encourages the children to remember items and share their knowledge. She gives them time to think and answer questions or count items effectively. n The childminder patiently takes time during the routines of the day to encourage

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need to do better?

26 November 2024 children's sense of responsibility. She teaches children to recognise and manage risks they encounter. Children conscientiously tidy away the resources before they dance in the playroom, discussing that they could hurt their toes otherwise. The childminder encourages children to do things for themselves, giving them time to manage tasks and keep on trying. Children persevere to take off their sweatshirt themselves and hang it up. They get their bowls at snack time, finding the colour they want. They serve themselves some snack and carefully pour their drinks. They are proud of their achievements. n Partnerships with parents are good. Parents say that children come home brimming with joy after being with the childminder and that they value the childminder's gentle child-centred approach. The childminder keeps parents informed about children's time with her, and they work together to help close

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need to do better?

any gaps in children's learning. However, the childminder does not liaise with other settings that children attend to share information for future planning and help provide a consistent approach for children. n Children develop their strength and coordination effectively in well-thought-out activities. They have a great deal of fun with the childminder. She joins children as they dance to music and try out different actions to songs and rhymes. She models these actions, inspiring and motivating children very effectively. Children build their stamina, strength and coordination very beneficially by learning to move in different ways, such as jumping, balancing on one leg, galloping like a horse or twisting like a snake. n Children have rich opportunities to learn about the world around them. The childminder supplements the experiences that children receive at home well by offering them different opportunities, such as travelling by bus and trips into the

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need to do better?

city. They regularly visit the library, local parks and nature areas. The childminder also takes children to play-based groups to mix with other children and develop their confidence and social skills further.

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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 build links with other settings that children attend to foster a consistent approach in the support children receive.

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Setting details

Unique reference number 2686009 Local authority Bristol City of Inspection number 10363609 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Eastville, Bristol. The childminder calls her provision Wild Hearts Nature Play. She currently operates her childminding service three days a week. The childminder provides government funded places.

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Inspection activities

n The inspector viewed the areas used for childminding and discussed with the childminder how she 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 and the 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 paediatric first- aid qualifications, and the childminder discussed her 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

26 November 2024 26 November 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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