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 Met

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The provision is good

Children are happy, valued and safe in the care of the kind and nurturing childminder. They confidently lead their own learning and independently access a wide range of high-quality toys and resources. The childminder prepares resources based on children's interests, helping them learn and grow through gentle and engaging interactions. She rotates toys on a monthly basis to keep the learning environment exciting. Children display high levels of curiosity and engagement in their learning.

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The provision is good

The childminder's curriculum supports children to care and consider their environment and world around them. She reminds children to put books away after reading them, so they do not get stood on and damaged. Children demonstrate positive attitudes to learning. They enthusiastically look at a good range of fiction and non-fiction texts. Together, with the childminder, children build on their knowledge and reflect on past learning experiences. For example, they talk about rescuing a butterfly from water and how they held it on their hand while waiting for its wings to dry. Children interact positively with visitors, explaining that it was red and search for a picture to show them. The childminder offers lots of praise for their kindness and patience. This supports children's growing self-esteem effectively.

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need to do better?

n The childminder has a robust settling-in process. She visits children and their families in their home and offers a slow and staggered introduction to her setting to help them feel secure. The childminder works closely with parents to understand each child's needs, routines and preferences, to help her support them from the start of their attendance. n The childminder supports children's communication and language development effectively. She engages them in meaningful conversations and introduces new vocabulary, such as 'camouflage', when discussing frogspawn in the pond. The childminder values children's home languages and has some plans to promote their use within the setting. However, she has not yet taken steps to develop this to better support children who speak English as an additional language and foster an even more inclusive environment. n Children are well prepared for school and display independence and confidence

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need to do better?

in their own abilities. For example, they use the stairs safely to access the toilet and manage their personal care by themselves. The childminder gathers information from parents about the schools children will attend and takes steps to support their transition. She contacts Reception teachers, invites them to visit the setting and shares detailed information about each child's learning to help ensure a smooth start to school life.

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need to do better?

7 May 2025 n Children's health and well-being are supported well. The childminder provides healthy snacks and drinks and plenty of opportunities for fresh air and exercise. Children's physical development is supported well. They demonstrate good upper body strength and coordination as they grip and balance on indoor swings. n The childminder builds children's mathematical knowledge through hands-on activities. Children understand that numbers can be represented in different ways and receive support to solve problems and complete number grids. For example, they recognise that three can be made up of three ones and use these pieces to fill a gap correctly. The childminder celebrates children's achievement, encouraging a positive attitude towards learning. n Partnerships with parents are strong. The childminder communicates with them at the beginning and end of each day and shares learning journals to keep them

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need to do better?

informed of children's experiences while at the setting. Parents are very happy with the care and education their children receive. They comment on the wide variety of play opportunities and resources. Parents feel very well supported as a family. n The childminder demonstrates strong leadership skills. She regularly reflects on her practice and seeks ways to improve. The childminder actively engages in continuous professional development, attends training, runs parenting workshops and collaborates monthly with local childminders and other professionals, to share best practice, stay up to date and enhance both her provision and well-being.

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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 enhance the support for children who speak English as an additional language to create an even more inclusive environment and promote the best possible progress in their learning n develop partnerships further with all settings children attend, to regularly share information about their learning and progress to promote a more consistent approach to their development.

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Setting details

Unique reference number EY476636 Local authority Bristol City of Inspection number 10394615 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 16 September 2019

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Information about this early years setting

The childminder registered in 2014 and lives in the Brislington area of Bristol. She operates all year round from 8am to 4pm every Wednesday and Thursday, except bank holidays and family holidays. The childminder holds qualified teacher status. She provides government funded early education for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to children, to find out about their time at the setting. 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 Parents shared their views of 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

7 May 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

7 May 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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