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 has only recently started to childmind and the children are new to the setting. Nevertheless, children show they are very settled in the childminder's care and have already developed strong bonds with her. The childminder knows each child's likes and dislikes, and needs and abilities. Toddlers receive care tailored to their individual needs to ensure their physical and emotional well-being. The childminder changes nappies regularly to ensure children's comfort. She identifies and responds sensitively to signs of hunger and tiredness. She gives reassuring cuddles and adapts her schedule to meet children's individual needs. Children enjoy restful sleep, soothed by the childminder's gentle voice and soft music. The childminder monitors children closely while they sleep, carrying out regular checks and using a visual monitor.

p.2

The provision is good

The childminder has focused on helping children to settle and has identified what she wants them to learn next. Despite her curriculum planning being in its infancy, children have already made very good progress from their starting points in the prime areas of learning. Toddlers gain confidence in their newly acquired walking skills. They move around the indoor and outdoor environments, knowing that the childminder is close by to offer reassurance and extra support. Children receive warm encouragement and high praise from the childminder who is delighted by their achievements, such as when they walk a significant distance unaided. The childminder models good manners and helps children to learn to play cooperatively. She fosters children's language development instinctively, responding positively to toddlers' babbles and attempts to repeat words she says. She provides a narrative to their play and makes good use of songs and rhymes to introduce new words.

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The provision is good

She also encourages children to develop a love of books, and they like to snuggle up with her, learn to turn the pages and enjoy lifting flaps to find hidden characters.

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need to do better?

n The childminder works closely in partnership with parents to find out as much as she can about the children before they start. She provides settling-in sessions to help children to learn to detach from their parents happily. Parents receive daily updates about their children's care and learning experiences. They praise the support they and their children receive and are really impressed with the progress their children have made in such a short time with the childminder. n Children use their curiosity as they explore and investigate the inviting indoor and outdoor play environments. The childminder sets out activities and resources that include those she knows will interest the children. For example, toddlers explore different sized balls, which are made from different materials. While children manipulate the balls, the childminder describes what they are

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need to do better?

16 June 2025 doing, introduces the concept of counting and names the colours of the balls to extend their learning. She also encourages children to explore their reflections in shiny balls to help them gain self-awareness and understanding of the world. Toddlers learn about cause and effect as they roll, throw and retrieve the balls. Children also learn to operate activity toys to generate movement and music. They develop their sensory skills as they investigate the variety of natural and man-made sensory play resources. However, the childminder does not plan many creative experiences or give children opportunities to make marks using different materials. n The childminder makes good use of her garden to enhance children's learning. For example, toddlers play at the outdoor kitchen, explore what balls will fit into a saucepan, fill and empty containers and delight in the sounds they make when they tap utensils on a saucepan lid. They explore water and squeeze sponges,

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need to do better?

developing their hand-eye coordination and fine motor skills. n Children develop their independence from a young age. For example, the childminder gives them individual flannels and teaches them how to wipe their hands before their snack. Children learn to feed themselves and ably eat chopped fruits and finger food. They learn to spoon yoghurt and to use forks, showing their developing hand-eye coordination and perseverance. n The childminder knows the importance of evaluating her practice and plans to monitor the effectiveness of her provision frequently. She completed training to prepare her for her childminding role. For example, she attended safeguarding training to make sure her knowledge of safeguarding procedures was up to date. She makes good use of outings to enhance children's experiences. For example, she takes children to a soft-play provision to develop their physical agility further, recognising the limitations of her small garden.

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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.

p.3

should:

n create more opportunities for children to have creative experiences and to make marks using different materials.

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Setting details

Unique reference number 2711418 Local authority Bristol City of Inspection number 10388383 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in the Hengrove/Whitchurch area of Bristol. She operates Monday to Wednesday, between 8am and 5pm, all year round. The childminder provides government funded childcare places. She holds a level 2 childcare qualification.

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Inspection activities

n The inspector discussed the planned curriculum with the childminder and observed how she implements the educational programmes. n The inspector observed interactions between the childminder and the children and spoke with her at appropriate times during the inspection. n The inspector looked at relevant documentation and discussed how the childminder safeguards children's welfare. n The childminder talked to the inspector about how she evaluates her practice and how she plans to drive ongoing improvement. n The inspector read testimonials from parents and took account of their views.

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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

16 June 2025 16 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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