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

The childminder knows the children well. She has a friendly and kind manner and ensures children are happy and well looked after. Children build strong bonds with the childminder and any assistants she works with. They thrive on the attention and reassurance they are given. The childminder conscientiously maintains children's well-being, quickly noticing if children are not quite themselves and promptly liaising with parents to get children the care and help they need.

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The provision is good

The childminder plans carefully with children's learning needs and interests in mind. She outlines the skills they need to develop and offers activities to help them practise and acquire these. Children show positive attitudes. They enjoy learning to move in different ways during a music and movement activity, marching, crawling and bouncing their bodies to try and skip. Children very much benefit from their walks in the local area. They build their physical strength and resilience very well. The childminder methodically follows her safety routines and arrangements to make sure children are safe when out and about. Older babies enjoy some time toddling along with the childminder, excited to see the different sights and sounds. Slightly older children beneficially learn about road safety. They show very good skills, listening attentively to instructions and showing good awareness. Children have fun as they focus on the 'favourite shape' of the day, noticing a round hole in

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The provision is good

the ground and circular wheels. Babies excitedly point to buses and trucks, and older children learn about trailers.

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need to do better?

n The childminder builds beneficial relationships with parents. She promotes a two-way flow of information between them to help them focus on children's needs in a concerted way. She clearly outlines the next steps in children's learning and shares these with parents to help them close gaps in children's development. n Children develop their interest in books, selecting these independently. They learn to treat books carefully and turn the pages. Children have their favourite books. They show their growing knowledge as they recall key parts and have fun as they move around the room acting them out. They snuggle in for story time after lunch, enjoying this routine. This helps them relax and they settle down for a rest or a nap. n The slightly older children eagerly join the childminder in conversations, showing their growing skills as they confidently discuss their ideas or what they need or want. Older babies show good understanding, listening and following

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need to do better?

instructions well. However, the childminder's support for children's communication is not consistent. She does not always adapt to the different ages and abilities of children, particularly to help the older babies progress their

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need to do better?

11 February 2025 expressive skills and language more rapidly. n Children learn useful social skills and how to interact appropriately with each other through the patient, clear explanations the childminder offers them. They learn to share toys and take turns, to understand the needs of the younger babies and respect the preferences of their friends. n The childminder offers children interesting trips out into the local and wider community. She takes children to local parks to develop their skills on the equipment and so that older babies can freely toddle about on the grass. They visit play-based groups to mix with other children and develop their confidence within larger groups. The childminder also takes children on interesting bus outings into the city, such as to museums, developing their understanding of the world effectively. n At times, the childminder encourages children to persevere with tasks, for

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need to do better?

example to open a lunch packet or for babies to try to use their cutlery at mealtimes. However, at other times she readily does tasks for them that they could tackle themselves and their independence skills do not progress as much as possible. Similarly, at times, the childminder works to develop children's sense of responsibility such as to encourage them to tidy up, focusing them well with clear tasks but at other times she does not persevere with her requests. n The childminder is dedicated to the children and families who use her provision. She thinks about what she provides and her effectiveness, linking closely with any assistants she works with, other childminders and local advisers. She appreciates the value of continuing to develop her knowledge and teaching and therefore the support she offers children. She is currently undertaking a higher- level qualification in early years to progress her 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 adapt the support for communication and language more closely to the different ages and abilities of the children to progress their skills more rapidly n focus more closely on building children's independence and sense of responsibility.

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Setting details

Unique reference number 2689537 Local authority Bristol City of Inspection number 10259997 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She works from her co-childminder's home in Totterdown, Bristol. She operates from 8.30am to 5pm, Monday, Tuesday and Thursday, all year round. The childminder holds an appropriate qualification at level 3. She regularly works with an assistant. 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, the childminder and her assistant, 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 her procedures for safeguarding the children.

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Inspection activities

11 February 2025 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 February 2025 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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