Childminder 2730841

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

p.1

The provision is good

The childminder warmly greet parents and children on arrival, creating a friendly and welcoming start to the day. Children arrive ready to play and quickly settle into activities that capture their interests. They confidently choose from a range of opportunities, such as listening to stories or using their imagination as they play with toy diggers and trains. Children feel secure and ready to learn. The childminder plans a curriculum that inspires curiosity and motivates children to explore. For example, a large tray filled with sand, shells and water provides exciting opportunities for children to experiment. They scoop, pour and mix using a variety of utensils, transporting sand mixtures into different containers. Adults join in play sensitively, modelling language and extending vocabulary, developing younger children's communication and early conversations.

p.2

The provision is good

Children's behaviour is consistently good. The childminder acts as a calm and positive role model who gently guides play and helps children manage their feelings. She reminds children to share, take turns and be kind to one another. At tidy-up time, children respond positively, follow instructions and receive praise for their help. Adults offer encouragement to develop independence, such as learning to put their shoes on and washing hands. This builds children's confidence and prepares them well for future learning.

p.2

need to do better?

n The childminder supports her assistant effectively, working together as a strong team. They share knowledge and skills well to support children's individual needs, carefully sequencing children's learning. In addition, they use information from outside professionals to monitor children's progress and share updates with parents to help children receive consistent support. n Partnership with parents is a strength. Parents speak highly of the childminder and value the support they receive. Information is shared well to promote learning at home, such as guidance on potty training and teeth cleaning. The childminder has a thorough settling-in process. She takes time to get to know children and their families and offers additional sessions. This ensures children settle quickly, feel secure and are confident to separate from their parents. n The childminder observes the children closely and uses the information

p.2

need to do better?

effectively to plan a motivating curriculum. For example, children enjoy imaginative play in the pretend farm shop. The children lead their learning. However, the childminder moves children on too quickly and does not enable children to explore their own ideas and develop critical thinking skills further. n The childminder promotes children's speech and language development effectively. Children happily cuddle up to share stories, which are read with expression and enthusiasm. This captures their attention and develops a love of

p.2

need to do better?

14 August 2025 books. Children listen intently, respond to questions and point to pictures, extending their vocabulary to deepen their understanding of words. This helps children communicate with increasing confidence and develop important early literacy skills. n Children regularly visit the local community, including play parks and fields, where they learn about the world around them. The childminder places a strong emphasis on teaching children how to keep themselves safe. For example, children wear high-visibility jackets and understand the rule to hold hands when crossing roads. Consequently, they develop a secure understanding of how to manage risks safely. n Children develop their physical skills well. Outdoors, they build walls with foam bricks to strengthen their small hand muscles while others play with water retrieving foam letters. Children develop their hand-eye coordination, preparing them well for early writing.

p.2

need to do better?

n Children develop their mathematical skills through play. They explore numbers while using a ruler to measure. During singing, they enthusiastically join in with counting songs and actions. This helps them to practise counting and learn mathematical concepts in different ways. n Overall, the childminder supports children's understanding of healthy lifestyles. She encourages parents to provide healthy snacks and lunches including fruit. The childminder introduces vegetable names, such as 'broccoli', 'onion' and 'potato', when children are pretending to make soup. However, the childminder does not extend the children's understanding of how food benefits their bodies. This limits their awareness about which foods are healthy and why.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n provide children with more time to extend their critical thinking skills further n help children to understand the importance of a healthy lifestyle on their bodies.

p.3

Setting details

Unique reference number 2730841 Local authority South Gloucestershire Inspection number 10399042 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 15 Number of children on roll 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in May 2023 and lives in Thornbury, Bristol. She operates all year round, from 9am to 5pm, Tuesday to Friday, and works with an assistant. The childminder and her assistant hold an appropriate qualification at level 3. The childminder provides government-funded childcare places.

p.4

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 inspector observed the quality of care and education being provided and assessed the impact that this was having on children's learning. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provider the inspector with a sample of key documentation on request.

p.4

Inspection activities

14 August 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.

p.4

Inspection activities

14 August 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6