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 and assistants form warm and caring relationships with the children to help them settle quickly. Children feel happy and confident at the childminder's setting and develop a sense of belonging and security. For example, they cuddle their friends, the childminder and assistants spontaneously to show their affection. When visitors arrive, the children bound excitedly to the front door to greet them and are keen to tell them about their games. The childminder reminds children to use good manners and asks the children to help with tasks, such as clearing up after snack.

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The provision is good

The childminder plans and delivers a broad curriculum that builds on what children already know and can do. Children make good progress and develop a positive attitude to learning, such as an enthusiasm to join in with activities. Children develop a love of books from a young age. They cheer excitedly when the childminder says she will read their favourite story and they join in with the repeated refrains. The childminder reads to the children in playful and exaggerated tones and whispers parts of the story to create an air of mystery and intrigue. After, the children re-tell the story when they act it out imaginatively in the garden.

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need to do better?

n The childminder assesses children's learning accurately and identifies what they need to learn next. She uses this information to plan enjoyable and stimulating experiences. However, the childminder does not always consider how to tailor the support and level of challenge for the youngest children, to help them to engage and concentrate, and extend their learning further. n The childminder and assistants model language well and introduce new words, to build children's vocabulary. For instance, they talk about the 'stalk' of a strawberry, the 'skin' of the banana and describe textures with words, such as 'soft' and 'cold'. Children express themselves confidently. n The childminder and assistants remind children frequently to be kind to each other. The older children are caring toward their younger friends, such as offering to help open their food packets. However, when children bicker, the childminder does not consistently support them to understand the reasons for

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need to do better?

the rules, recognise their feelings or learn about the potential consequences of their actions. n Children are familiar with the daily routines. For example, they understand the need to wash their hands before lunch. However, the childminder does not organise quick and seamless transitions between activities and routine tasks so, at times, the children spend too long waiting. During these short periods, the children become unfocused, so they wander around without purpose or sit and wait silently for others.

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need to do better?

15 July 2025 n The childminder and assistants know the children well and listen to and respect the children's wishes. For example, when babies show an interest in exploring the water tray with their feet, the childminder removes their shoes and holds their hands to support them to stand in the tray on the floor. The children enjoy splashing with their bare feet and watch the ripples that their movements make in the water. n The childminder works in partnership with parents and other settings that children attend, to share and obtain information about children's experiences elsewhere. Parents comment positively about their children's time with the childminder and the progress their children have made. n The childminder provides good support for children to become independent in their self-care. For example, she teaches them how to use a knife safely to chop the fresh fruit for snack. Children pour their own drinks without spilling any, and

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need to do better?

they peel the bananas and try to put on their shoes with help. n The childminder understands and implements risk assessment, to ensure her home is safe, secure and suitable for children. She reviews her risk assessments throughout the day, to continue to promote children's welfare. For example, when the children play outside in the rain and the slide becomes wet, the childminder tells them that it is no longer safe to use the slide until it dries because it has become too slippery.

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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 support to help children to understand and manage their feelings and emotions and to learn about the potential consequences of their actions n adapt the support for the youngest children during adult-led activities, to engage and challenge them and extend their learning further n review the organisation of transitions in the daily routines, to prevent children from waiting for long times and engage them in meaningful interaction, play or learning.

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Setting details

Unique reference number 2732399 Local authority Bristol City of Inspection number 10399776 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 12 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in the Knowle Park area of Bristol. She operates on Tuesdays, Wednesdays and Thursdays from 8am to 5pm, during term time. The childminder has an appropriate childcare qualification and works with an assistant. The childminder offers government funded places.

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Inspection activities

n The childminder explained to the inspector how she organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, her assistant and the children. n The inspector carried out a joint observation with the childminder to reflect on the quality of teaching and learning. n Parents shared their written views of the setting with the inspector. n The inspector spoke with children, the assistant and the childminder, to find out what it is like for a child to attend this setting.

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Inspection activities

15 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

15 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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