Childminder in Bristol

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled at this friendly childminder's setting. They are excited when they arrive and separate from their parents easily as they are greeted by the childminder. The childminder's curriculum focuses on developing children's communication and social development, and she ensures that she provides activities that support this, taking children's interests into account. For example, young children love hiding away and playing peekaboo games, so they are excited to see a large cardboard box in the setting. The childminder teaches young children about cause and effect and shows them how to open and close the flaps and say 'peekaboo'. Babies laugh with delight as they open and close the box themselves. Children are making good progress in their learning because the childminder takes into account what children need to learn next and plans for this.

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The provision requires improvement

Children's behaviour is good. The childminder is a good role model, playing alongside the children and supporting them with sharing and taking turns. If two children want the same toy, the childminder gently explains that they cannot just take it. She helps the young children to find other toys or to wait until the toy is free.

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need to do better?

n The childminder employs assistants and has not notified Ofsted of this to enable it to undertake the necessary suitability checks, as required. However, assistants do have Disclosure and Barring Service checks. On occasion, assistants are left alone with children for short periods of time. However, the childminder will stop this immediately until assistants are known to Ofsted and all checks are complete. n The childminder evaluates her learning environment, making changes where needed to ensure that it meets the needs of the children in her care. For example, she fenced off parts of her garden to ensure that it is safe for the youngest children and changed the resources to meet the developmental needs and interests of the current children in her care. n Children have different opportunities to develop their speech and language skills. The childminder uses songs and rhymes to encourage young children to practise

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need to do better?

new words and sounds. For example, when singing 'Old McDonald Had a Farm', she holds up a cow prop and encourages the children to say the word and make 'mooing' sounds. The childminder introduces bubbles, which the children love, and rewards the children when they say 'bubbles' by making more bubbles. Children laugh with delight and excitement. n The childminder provides commentary as children play to expose young children to new words. However, she does not always pitch questions at the appropriate level for younger children. For example, asking babies the specific colour of

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need to do better?

12 June 2025 crayons is beyond their understanding, and they lose interest in the activity. n The childminder supports young children to develop their physical skills. She provides opportunities for them to balance, climb and shake musical instruments in time to the music. She encourages babies to learn to walk when ready. For example, when babies take a few steps, the childminder claps and praises them. Babies smile widely and continue walking. The childminder knows children's next steps in development and helps them to achieve these and to make good progress in their learning. n Young children are supported to develop their independence skills. They are encouraged to feed themselves at mealtimes and to clean their hands and faces with cloths. When going outside, they are supported to find their own shoes and coats. n Babies' care needs are well looked after. The childminder notices when they look tired and puts them down for a nap in a cot. She lets babies know when she is

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need to do better?

going to change their nappies. She make this a fun time, singing and chatting to them one to one. The childminder notices when pre-verbal children are trying to communicate and works hard to ensure that she knows what babies want. n Parent partnerships are good. Parents like the homely atmosphere. They are kept informed of their child's day through regular communication and updates on their learning and development. Parents receive ideas of how they can extend their children's learning at home, such as encouraging more climbing and balancing to develop children's gross motor skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure Ofsted is provided with required information to complete suitability checks of all people on the premises. 26/06/2025

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should:

n make better use of questions to ensure they are in line with children's age and stage of development, so children are able to understand and respond.

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Setting details

Unique reference number EY544122 Local authority Bristol City of Inspection number 10398649 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 4 November 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Bristol. The childminder employs an assistant. She provides care for children from 8am to 5.30pm, Tuesday to Thursday, term time only.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about the children's learning and development. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on the 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

12 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

12 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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