Childminder 2675295

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 establishes a supportive and nurturing environment, demonstrating a commitment to providing a home-like setting where children receive attentive and affectionate care. She exhibits kindness and gentleness, actively engaging with the children while addressing their emotional and educational needs effectively. Children confidently seek comfort and reassurance from the childminder, contributing to their overall sense of well-being and security. The childminder has close, warm bonds with the children, and values each child highly. She gets down to children's level, smiles and uses warm voice tones when interacting with children. The childminder takes time to settle children in and finds out about their favourite toys and the ways they like to be comforted.

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The provision is good

The childminder has developed a curriculum that enables children to progress across all areas of learning. She provides activities based on children's current knowledge and interests. She adapts activities to the individual child's developmental needs which helps support each stage of their learning.

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The provision is good

Children take part in regular trips around the local community, such as walks in the park, farms and visits to other local groups to support their understanding of the world. Babies are encouraged to develop their physical skills. For example, the childminder skilfully places sensory bags around the room to encourage babies to crawl or pull themselves up to discover these exciting resources.

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need to do better?

n The childminder is knowledgeable and has a strong understanding of how children learn and develop. She is aware of each child's age and stage of development and abilities, and she regularly assesses their progress. The childminder plans engaging activities that meets children's individual interests and supports their next steps in learning. n The childminder is committed to her professional development. For example, she researches how to support babies before taking on younger children, to help her support their needs. She takes part in regular training to continually build on her knowledge to impact on children's learning and development, such as playful maths training. The childminder reflects on her work regularly and identifies areas for improvement. n Parent partnerships are strong. The childminder understands that working together with parents and carers is important for children. She diligently shares

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need to do better?

what children know and can do with families. This helps parents to continue their children's learning at home. n Generally, the care practice is effective. The childminder recognises when children are tired and follows parents' routines from home to help settle them

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need to do better?

10 June 2025 down for a nap. Children quickly drift off to sleep, showing they feel safe in the childminder's care. When children awake, she encourages them to eat healthily, providing nutritious snacks and plenty of water to hydrate them. However, on occasions, she does not always encourage children to develop good hygiene practice, such as teaching them to wash hands before snacks. n The childminder regards children's safety with high importance. She teaches children how to climb the stairs safely and takes part in regular fire evacuation. Children act in safe ways. The childminder carries out daily checks, covering inside her home and the garden to reduce the risk of hazards, such as ensuring stairgates are used in the appropriate areas. n The childminder places a significant emphasis on literacy and fostering a love of books and reading in children. Her method of reading is both engaging and captivating, encouraging children to discover various sensory items, or opening

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need to do better?

the flaps to find animal pictures on each page. She utilises props, such as puppets, straw or baskets to enhance children's involvement in storytelling. Children engage well with the story and are curious about the various resources which they spend extended time exploring. As a result, children develop their listening and attention skills effectively. n The childminder understands the importance of promoting children's language and communication skills. She speaks clearly with children and supports them in learning and using new vocabulary. For example, babies begin to babble and show an interest when she speaks. She ensures she is looking at the babies when she talks so they can see facial expressions. She uses sign language as she speaks to encourage their vocabulary and understanding. n The childminder has experience of working collaboratively with parents and other professionals to seek advice and support for children with special

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need to do better?

educational needs and/or disabilities (SEND). She understands how to carefully adapt her curriculum to meet the individual needs of children to ensure all children make good progress.

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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 encourage children to develop good hygiene practices.

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Setting details

Unique reference number 2675295 Local authority Bristol City of Inspection number 10350657 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in the St Werburghs area of Bristol. She offers care to children during term time only on Mondays, Tuesdays and Wednesdays, from 7.30am to 5.30pm. The childminder is a qualified teacher and has relevant childminding qualifications.

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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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Parents shared their views via email about the setting with the inspector. n The inspector observed interactions between the childminder and the children, both indoors and outdoors. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning.

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Inspection activities

10 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

10 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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