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

Children form warm and trusting relationships with the kind and nurturing childminder and her staff. They are confident and make choices about their play. Children behave well and respond positively to the childminder's clear guidance and expectations for their behaviour. Through daily interactions, children learn important social skills, such as sharing, taking turns and playing cooperatively with their peers. Children work together to build towers and use their imagination as they draw pictures to take home. The childminder embeds routines that support children's growing independence. Children follow these routines well. They tidy the playroom before snack and use sanitiser on their hands to help them understand the importance of good hygiene practice. The childminder initiates meaningful conversations about healthy eating. Children talk about fruits they enjoy, such as strawberries, and learn to distinguish between healthy and less healthy choices.

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The provision is good

The childminder delivers a broad and well-planned curriculum. She prioritises the development of children's communication and language skills. The childminder provides children with purposeful learning experiences outside of the setting. She organises regular outings linked to children's interests. For example, they visit the zoo and the aerospace museum to support children's curiosity about animals and aeroplanes. These experiences provide children with valuable opportunities to interact with other children and adults in the wider community. They help children build confidence in social situations, preparing them for future learning.

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need to do better?

n The childminder works with her staff effectively, engaging in regular discussions about children's learning and development to identify what is working well. She has a clear overview of her staff's strengths and areas for development, sharing her knowledge to enhance their skills. While the childminder supports staff's professional growth, she acknowledges that further training would help to deepen their knowledge and boost their confidence in implementing even more effective teaching strategies to enhance children's learning. n The childminder is reflective and incorporates parents' views when evaluating her setting. For example, she recently adapted her communication methods to suit their preferences. The childminder attends online training to keep her knowledge up to date and recently completed a course on outdoor play. Although she offers outdoor learning opportunities, these are mostly adult directed. She intends to further develop the outdoor area to support children in

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need to do better?

making more independent choices so they can lead their own play and learning. n The childminder regularly assesses children's development, monitoring their progress and planning activities to support their learning. However, she does not always use these assessments effectively to identify meaningful next steps for

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need to do better?

26 June 2025 children. Some planned next steps are not specific and apply to groups of children, rather than being tailored to each child's unique learning needs, limiting their ability to make the best possible progress. n Partnerships with parents are strong. The childminder shares information with them through daily discussions, as well as sending digital photographs and messages to keep parents updated on their children's experiences at the setting. She offers suggestions for continuing learning at home, including ideas for outings that support children's interests. Parents' feedback is consistently positive. They praise the childminder for providing a safe and nurturing environment and note their children have grown in confidence since attending. Parents value the personalised support their children receive and view the setting as a pivotal part of their child's development and preparation for school.

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need to do better?

n Children demonstrate a love of books and stories, benefiting from daily story times that support their communication and literacy development. The childminder selects books to help children explore feelings and emotions, using purposeful questions to introduce and explain more complex vocabulary, such as 'embarrassed' and 'proud'. She encourages children to look at illustrations to link pictures with words, deepening their understanding. During story times, the childminder reinforces behavioural expectations, gently reminding children to sit down so everyone can see and engage with the story. n The childminder and her staff plan focused activities to support children's mathematical understanding and creativity. Children roll and mould dough with their hands, add wooden sticks to represent candles and confidently count them aloud. They express their creativity and develop their own ideas as they make

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need to do better?

model aeroplanes. Staff build on these interests through meaningful discussions. They help children develop a growing understanding of the world and different roles in society, explaining that pilots fly aeroplanes.

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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 provide staff with targeted training to deepen their knowledge and support them in delivering more effective teaching that enhances children's learning n further develop outdoor learning experiences to further support children to make independent choices and lead their own play and learning n strengthen the use of assessments to identify next steps tailored to children's individual learning needs so they are supported to make even greater progress.

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Setting details

Unique reference number EY551271 Local authority Bristol City of Inspection number 10399439 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 10 Date of previous inspection 2 December 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the Horfield area of Bristol. She operates all year round, from Monday to Thursday, from 8am to 5pm, with the exception of family holidays. The childminder holds qualified teacher status. She works with one assistant. The childminder provides funded early education for children.

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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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector carried out a joint observation of a group activity with the childminder. 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

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

26 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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