Childminder 106415

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 ensures a well-designed curriculum is in place to help children build the fundamental skills they need for future learning. These include maintaining focus, developing confidence and becoming independent learners. The childminder offers plentiful choice for children, helping them to lead their own learning. For example, children choose various matching games to play, developing their focus and memory recall. The childminder encourages children to guess what is underneath the card before they turn it, supporting their critical thinking skills. Children greatly benefit from a language-rich environment, developing excellent communication skills. The childminder consistently narrates to children and naturally introduces more complex vocabulary into their play, including 'cactus'. The childminder explains the meaning of words, helping to widen children's understanding of language. Children ask the childminder questions based on their

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The provision is good

learning experiences. For example, when talking about spider webs, children ask, 'What other animals eat flies?' Children are confident, motivated and curious learners.

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The provision is good

The childminder implements consistent routines and boundaries. Children feel safe and secure. The childminder uses her gentle approaches with children to support them to begin to manage their feelings and emotions. Children reenact this through role play, as they pretend to read books to their dolls. They say, 'How does he feel? I think he is happy.' The childminder praises children for their efforts, building their self-esteem, resilience and perseverance.

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need to do better?

n The childminder knows children well. She provides an environment, along with her skilled interactions, encouraging children to build on what they know and can do. The childminder weaves children's next steps into spontaneous learning moments. For example, children enjoy completing a puzzle and they spot a triangle, the childminder extends this and introduces an 'oval'. Children make good progress in their learning. n The childminder completes regular assessments of children and gathers information from parents about their children's development when they start. This helps the childminder to identify robust starting points for children. The childminder and parents contribute to 'What can I do' sheets to update children's learning, ensuring precise next steps. The childminder communicates well with other settings children attend. This creates effective partnership working and provides a more holistic view of children's learning.

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need to do better?

n Children develop a love of books. They seek out the childminder to read stories and sit comfortably as they explore the book together. The childminder ignites children's curiosity as they talk through what they see in the pictures. Children

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need to do better?

19 August 2025 develop good comprehension and engagement. However, the childminder does not consistently encourage children to further develop their early literacy skills, such as letter and sound awareness, to enhance their learning potential. n Children have many opportunities to learn about healthy lifestyles. They wash their hands and attend to their own toileting needs. Children enjoy healthy snacks and talk about where foods come from. The childminder promotes good oral hygiene and ensures that children brush their teeth after breakfast. Children have daily opportunities to explore outside and develop their bigger physical skills, supporting their health and well-being. n Children benefit from trips out into the community. They attend weekly groups, visit local parks, feed the ducks and enjoy soft play. Children visit a woodland area where local parents have come together to create a play space for children

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need to do better?

to explore. This promotes children's personal, social and emotional development, while encouraging a sense of community. n The childminder uses self-reflection well to improve her provision and practice. She has recently worked alongside the local authority to complete a learning audit. From this, she has embedded mathematics into her daily routines and interactions, supporting children's early maths skills. She ensures that she prioritises her well-being and has reduced the amount of paperwork she completes. The childminder places focus on her own professional development and has recently completed 'emotion coaching' training. This has helped her to gain a deeper understanding of how to support children's self-regulation. n Parents speak highly of the childminder and the 'safe, nurturing home environment' she provides for their children. They comment that the childminder is patient, thoughtful and their children 'flourish' in her care. Parents value the

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need to do better?

consistent communication and support the childminder provides, including sharing advice on potty training and behaviour. This creates a collaborative approach to 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 enhance children's literacy skills further, with a particular focus on developing older children's understanding of letters and sounds.

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Setting details

Unique reference number 106415 Local authority Bristol City of Inspection number 10399224 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 3 Date of previous inspection 25 November 2019

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Information about this early years setting

The childminder registered in 1997 and lives in the Stapleton area of Bristol. She operates Monday to Friday, from 7.30am to 5pm, all year round. The childminder has a relevant qualification at level 3. The setting offers government funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the 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 the 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

19 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.

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Inspection activities

19 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.

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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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