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 creates an inclusive environment, where she recognises and respects each child as an individual. She actively seeks and listens to children's views, using their input to inform the planning of engaging activities and purposeful outings. As a result, children feel valued and demonstrate confidence in making choices about their daily experiences. They show good levels of independence, which supports their personal and social development effectively.

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The provision is good

The childminder prioritises outdoor learning and embeds nature at the heart of her curriculum. She plans and delivers purposeful, age-appropriate activities that enable children to explore key concepts, such as life cycles, nutrition, environmental care, and responsibility for living things. This consistent focus on outdoor learning fosters children's resilience, curiosity and empathy. Children develop a strong sense of belonging as they engage meaningfully with the natural world.

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The provision is good

Children benefit from well-planned daily outings that promote active learning. During a visit to the allotment, they show high levels of engagement as they enthusiastically fill watering cans and tend to produce, such as tomatoes and cucumbers. They confidently use mathematical language, comparing weight using precise vocabulary like 'heavier' and 'lighter'. This consistent application of mathematical reasoning demonstrates secure understanding. The childminder skilfully extends learning, prompting children to problem solve. For example, suggesting they pour out water to lighten their cans, effectively promoting independent thinking and deepening their understanding.

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need to do better?

n The childminder uses the natural world to extend children's thinking. For example, she encourages children to listen intently to birdsong and supports them in developing observational skills. When a bird flies overhead, she promptly invites the children to identify it. She responds to their ideas with clear, well- informed explanations, gently enriching their vocabulary by introducing descriptive language, such as the markings and flight pattern of a magpie. This demonstrates a good understanding of how to challenge and extend learning through engaging, outdoor experiences. n Children form warm and secure relationships with the childminder, who models positive behaviour and encourages respectful interactions. Children generally behave well and begin to use good manners, such as saying please and thank you, supporting their readiness for the next stage in their education. However, the childminder does not always apply behaviour expectations consistently

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need to do better?

during play. For example, when asked to tidy up, some children refuse, and the

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need to do better?

27 June 2025 childminder completes the task herself. This gives children mixed messages and limits their ability to develop self-discipline and follow instructions reliably. n The childminder promotes sustainability with clear intent through real-world, hands-on experiences that deepen children's understanding of food systems. She introduces precise vocabulary in context, confidently explaining concepts, like nutrients, sunlight and water. She scaffolds learning effectively, guiding children to identify vegetables and understand the conditions for healthy growth. She makes purposeful links between food, health and nutrition, strengthening children's knowledge and sparking curiosity about the natural world. n Children show good levels of creativity and strong hand-eye coordination as they make pretend tea, confidently mixing, stirring and spooning herbs and beans into a pot. They develop secure physical skills, with parents noting their

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need to do better?

children's 'impressive stamina for walking'. Children build core strength and improve coordination as they actively bend, stretch and spin on rope swings suspended from trees. The childminder supports children's emerging independence and their understanding of how to keep themselves safe. For example, talking about sun safety and why it is important. n The childminder shows a strong commitment to professional development, actively seeking training to extend her knowledge and improve practice. She reflects thoughtfully on her role, making purposeful changes that enhance the quality of provision. She organises the environment to inspire curiosity and sustain children's engagement. She maintains effective partnerships with other settings and schools, ensuring a consistent, coordinated approach to each child's learning journey. n The childminder creates a warm, inclusive environment and builds strong relationships with families. She involves parents closely in their child's learning.

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need to do better?

Parents praise the regular outings to woods and local museums, which enrich children's cultural understanding. The childminder keeps parents well informed through regular assessments and progress checks. These strong partnerships support children's ongoing development.

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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 apply behaviour expectations consistently during play so that children receive clear and consistent messages that support their ability to follow instructions reliably.

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Setting details

Unique reference number EY452511 Local authority Bristol City of Inspection number 10399102 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 3 Number of children on roll 6 Date of previous inspection 20 November 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Brislington, Bristol. She operates from Tuesday to Friday, from 8am to 6pm, all year round, except for bank holidays. The childminder is a qualified teacher. The childminder offers government funded places.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided outside 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 inspector carried out a joint observation with the childminder of children at play in the garden and discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

27 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

27 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

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