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 has a clear vision for her curriculum and what she wants children to learn. The childminder uses information from parents, children's interests and her observations to plan a curriculum that meets the needs of all children. She monitors children's progress to ensure that any gaps in their development are addressed. She plans children's learning to build on what they know and can do.

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The provision is good

The childminder provides good learning opportunities for the children at her home and through outings to the local area. She plans visits to the park, aquarium and childminder groups. These outings support children's physical and social skills and give them opportunities to learn about the wider world. Children play in a calm and well-organised learning environment, which supports their independence, confidence and overall development.

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The provision is good

Children are settled and enjoy their time at the childminder's warm and welcoming home. The childminder is kind, nurturing and responsive to the children's needs. Children form secure emotional bonds with the childminder. They go to her for reassurance and cuddles. Children demonstrate that they feel safe and ready to learn. They happily play and interact with the childminder and each other. Children show a sense of belonging and high self-esteem. Children's behaviour is in line with their stage of development.

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need to do better?

n The childminder works closely with parents to gain an understanding of children's individual needs and interests. She shares ideas with them for continuing children's learning at home. Parents' feedback is very positive. They say, 'The childminder has created a safe and engaging environment' and 'The childminder celebrates children's birthdays and other festivals and cultures'. n Overall, the childminder supports children's personal social and emotional development well. Children display good levels of confidence and independence for their age. They become engrossed when exploring malleable materials and mark-making implements. Children are keen to help where they can. For example, they help tidy up toys and clean tables once an activity is finished. Children are developing good cooperation skills, respect for their learning environment and self-esteem. n Children are learning to share, take turns and be kind to each other. When minor

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need to do better?

disagreements occur, the childminder quickly intervenes by gently telling children what not to do. For example, 'OH! Don't push' and 'Don't snatch'. However, she does not consistently support children in learning the appropriate behaviours. For instance, what they should do. n Overall, the childminder supports children's communication and language skills

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need to do better?

11 June 2025 well. She models language and introduces children to new vocabulary. For instance, the childminder introduces words such as 'rolling', 'smooth' and 'rough' as children play with malleable materials. Children are learning new vocabulary. The childminder narrates children's play and their actions. However, she does not always give children opportunities to think about different ways of doing things to further support their thinking skills. n Children are developing a love of books. They freely choose books to look at. They keenly take books to the childminder, who enthusiastically reads them with the children. The children relish the opportunity to become fully involved in the storytelling. They use props relating to the story, point to the illustrations and copy actions. Children listen with concentration and joy. They are gaining good listening skills. n Children have good opportunities to develop their physical skills. They

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need to do better?

thoroughly enjoy using the well-resourced garden daily for fresh air and exercise. Babies have space to crawl and low-level furniture so that they can pull themselves to standing. Children have healthy fruit snacks. The childminder has hygiene practices in place. For example, children wash their hands before eating and after playing in the garden. The childminder talks to the children about the importance of handwashing. They are learning about a healthy lifestyle. n The childminder has strong links with the local childminding group and with the local authority. These positive partnerships enable the childminder to share information about her practice and to gain knowledge from others. She attends training to enhance her professional development. For example, training on understanding and supporting children's mental health enables the childminder to support children's personal, social and emotional development to meet their

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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 interest first.

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should:

n consistently support children in learning appropriate behaviours during interactions with others n make the most of every opportunity to further develop children's thinking skills.

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Setting details

Unique reference number EY480249 Local authority Bristol City of Inspection number 10398224 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 9 October 2019

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Information about this early years setting

The childminder registered in 2014. She lives in the Kingswood area of Bristol. Her core hours of work are Monday to Thursday from 8am to 5pm, all year round.

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Inspection activities

n The childminder spoke to the inspector about how she plans and delivers her curriculum. n The inspector observed the quality of care and education being provided and assessed the impact that this was having on children's learning. n Parents shared their written views on the childminder's setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed interactions between the childminder and children.

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Inspection activities

11 June 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 June 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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