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 created a curriculum that supports children to develop fundamental skills, such as independence and confidence. This helps to prepare them for their future learning. The childminder fosters children's independence from an early age. Children eagerly ask to complete small tasks themselves. For example, younger children actively want to wash their water bottles and climb the steps to reach the sink. The childminder encourages babies to wash their hands, as they explore the flannel. This teaches children the importance of good hygiene and how to manage their own personal care. Younger children develop their hand strength, as they squeeze sponges in the water. This supports their early writing skills. The childminder provides babies with opportunities to develop their senses and takes off their socks to explore water. Babies say 'wow' and smile with delight, as they clap and wiggle their feet. This encourages them to test out their ideas and

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The provision is good

play creatively. Younger children happily sing the 'Five little ducks' and begin to count 'one, two, three', as they count ducks in the water. Children begin to build on their early maths skills from a young age.

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The provision is good

Children demonstrate they feel safe and secure. The childminder provides a kind and nurturing environment, helping children to feel a sense of belonging. Children use their manners well and the childminder uses sign language, to encourage babies to say thank you. The childminder helps children to begin to understand their emotions and validates how children are feeling. For example, she uses phrases such as, 'it's okay to be sad'. This helps children to begin to label their emotions, supporting their well-being.

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need to do better?

n The childminder knows children well and uses this information to provide exciting activities for children. Subsequently, children engage well and maintain age-appropriate focus during activities. The childminder sequences children's learning, helping them to build on what they know and can do. For example, she places toys just out of reach of babies, as they strengthen their core muscles when leaning forward, in preparation for crawling. n The childminder closely monitors children's learning. She uses a baseline assessment to help create robust starting points for children. The childminder identifies emerging gaps in children's learning swiftly and works alongside parents and other professionals, helping to get the additional support children need. Early identification is strong and children make good progress from their starting points. n Children develop a love of books and songs. The childminder skilfully links their

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need to do better?

favourite stories into their play, such as 'We're Going on a Bear Hunt'. Children tip toe in the water and the childminder says, 'tip toe, tip toe, is it a bear?

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need to do better?

8 July 2025 Children excitedly say, 'We're going on a bear hunt'. Babies explore textured books to ignite their curiosity. n The childminder places focus on supporting children's communication and language. Babies begin to babble, wave and use key words. Younger children communicate their needs, using visual flashcards. For example, they tap on the toilet card to use the potty. However, at times, in her enthusiasm the childminder does not provide enough time for children to respond to her questions. Consequently, this limits opportunities for children to further develop their thinking skills and emerging language. n The childminder incorporates the local community as a valuable resource, to widen children's understanding of their local area. These experiences help children to build on their social interactions and their larger physical skills. They visit farms, soft play, the beach, local lakes and mosques. The childminder

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need to do better?

explores culture and diversity with children, helping them to gain an awareness of similarities and differences. n The childminder is committed to her professional development. She targets training to help her to remain up to date and to enhance her skills. She skilfully applies her learning and makes changes that positively impact children's learning and experiences. For example, she has recently completed a course on potty training and has adapted her routines, to further support children with this aspect of their development. The childminder works closely with local childminders to reflect on practice and share ideas, creating more varied opportunities for children. n Parents report that children feel 'comfortable and valued' in the childminder's home-from-home environment. The daily communication books keep parents up to date, along with regular assessments and progress checks. Parents value the ideas that the childminder shares to help them support their child's learning at

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need to do better?

home, such as potty training. The childminder welcomes parent input and feedback, providing a consistent approach to support children's learning and 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 provide more time for children to process questions, helping to clarify their thinking and further extending their emerging language skills.

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Setting details

Unique reference number EY544865 Local authority Bristol City of Inspection number 10398378 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 17 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Withywood, Bristol. The childminding service operates Tuesday to Thursday, all year round, from 8am to 6pm. The childminder has an early years qualification at level 3. The setting offers government funded spaces.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. 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

8 July 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

8 July 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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