O'Neil, Georgina

O'Neil, Georgina

Unique reference number (URN): 2752575 Address: 10 Green Dragon Road, Bristol, BS36 1HF Type: Childminder Registered with Ofsted: 28/09/2023 Registers: EYR, CCR Registered person: O'Neil, Georgina

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children demonstrate high levels of confidence and security as they explore the environment, resources and activities available to them. They move between indoor and outdoor spaces, showing assurance in accessing all areas and making independent choices about their play. Children talk enthusiastically about what they are doing and are eager to share their learning with others, including visitors. They confidently explain the setting's rules and daily routines, often referring to and sharing the visual timetable to support understanding.

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Achievement Strong standard

Children are developing good independence skills. They manage their own personal needs effectively, such as putting on their shoes and coats and independently accessing snacks and lunch. This supports their growing self-care abilities. All children make good progress from their individual starting points, supported by effective teaching and a well-planned environment. Children are well prepared for the next stage in their learning, including starting school. They show positive attitudes to learning, are motivated to explore and demonstrate the key skills needed for future success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes appropriate and flexible routines in her home, which give children a strong sense of security. The daily routine is shared with parents, and a visual timetable is used throughout the day to support children's understanding of transitions and encourage their independence. Children settle quickly, move confidently between activities and know what is going to happen next. The childminder recognises the importance of regular and punctual attendance to ensure consistency and enable children to benefit fully from learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a very positive role model. She is calm and patient in her interactions, and children develop strong bonds with her and with each other. As a result, children's behaviour is exemplary. They are confident, polite, kind and respectful in their interactions. The childminder has high expectations, and children demonstrate extremely positive attitudes to their learning. They are highly engaged, interested and motivated. They show curiosity and enthusiasm as they confidently choose what they want to play with.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly responsive to children's needs and interests. She adapts activities and resources to meet individual needs very well. Children lead their own play, and the childminder skilfully extends their learning through sensitive interaction and well-chosen resources that sustain engagement and support deeper learning.

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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care extremely well and forms very secure attachments with them. These warm, trusting relationships enhance children's emotional wellbeing considerably. Children are calm, settled and demonstrate a strong sense of security. They confidently seek comfort, reassurance and shared enjoyment with the childminder. The childminder provides sensitive support and activities that help children recognise, understand and manage their emotions.

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Children's welfare and wellbeing Strong standard

Mealtimes, rest times and personal care routines reflect children's ages, stages and individual preferences. The childminder works in close partnership with parents to ensure routines for sleeping, weaning and feeding are consistent with those at home. This consistent and responsive approach helps children feel safe, secure and respected.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles and physical activity very effectively. Children thoroughly enjoy physical activity as they play outdoors every day. They relish other enriching experiences, including visits to local parks and beaches. These opportunities support children's physical development, coordination and resilience, and foster an enjoyment of fresh air and nature.

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Children's welfare and wellbeing Strong standard

Children's safety is prioritised. The childminder ensures her premises are secure, supervises children vigilantly as they play, sleep and eat, and teaches them how to manage risks and keep themselves safe. As a result, children thrive emotionally and physically in her care.

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Curriculum and teaching Strong standard

The childminder has a clear and ambitious vision for her curriculum that supports children's learning and development across all areas. She adapts her support to meet each child's individual needs, ensuring all children can make good progress. She carefully considers her teaching to support all children, including where there are barriers to learning. Activities are planned around children's interests, and as a result, they are highly engaged and motivated to learn.

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Curriculum and teaching Strong standard

The childminder places a strong emphasis on communication and language. Through high- quality interactions, she introduces new vocabulary, models words and sentences clearly and engages children in meaningful conversations during play and daily routines. Children engage with numbers, shapes, patterns and measurement throughout daily activities and play. The childminder prioritises children's personal, social and emotional development. Daily circle times and sensitive interactions throughout the day help children to recognise, express and manage their emotions.

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Curriculum and teaching Strong standard

There is a dedicated focus on children's physical development, particularly through effective use of the outdoor area. Children have regular opportunities to climb, run, balance and explore natural materials, supporting their coordination, strength and confidence. The childminder enriches the curriculum with experiences beyond the setting. Children attend a local playgroup, enjoy train trips to the seaside and take part in a local zoo project. These experiences broaden children's understanding of their local area and the wider world and help them to make sense of their community and environments around them.

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Inclusion Strong standard

The childminder places inclusion at the heart of her practice and is committed to helping every child achieve their best. Before children start, she works closely with parents to gather detailed information about their child's needs, interests and routines. This helps her to plan effectively right from the beginning and provide consistent, responsive care. She adapts her support and teaching to meet each child's individual needs so that all children can fully access activities and experiences.

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Inclusion Strong standard

She carefully monitors each child's progress and quickly identifies any possible barriers to learning or development. The childminder sets clear, individual targets for every child and shares these with parents. Targets are reviewed regularly so that support remains consistent between home and the setting.

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Inclusion Strong standard

For those children where there are special educational needs and/or disabilities, the childminder works in partnership with other professionals and specialists to ensure children benefit from coordinated support. She understands the importance of using funding in the best interests of children. She is proactive in strengthening her knowledge and practice to ensure she meets the needs of all children.

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Inclusion Strong standard

Children's understanding of diversity and inclusion is reflected in the environment and in interactions. They have access to books and resources that help them understand different cultures, family backgrounds and the needs of others. Through play and discussion, children learn to respect differences and develop empathy and positive attitudes towards others.

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Leadership and governance Strong standard

The childminder demonstrates strong and effective leadership. She knows her setting well and has a clear understanding of strengths and areas for further development. The childminder reflects thoughtfully on her practice and has a well-considered vision for improvement. She confidently discusses her priorities and the steps she is taking to enhance the quality of care and education she provides. The childminder is committed to continuous professional learning as she regularly updates her knowledge and skills and accesses training beyond statutory requirements. Her passion for early years care is evident in her reflective practice and drive to improve outcomes for children.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. The childminder establishes warm, trusting relationships and communicates regularly to share information about children's learning, development and wellbeing. She knows children extremely well and uses this knowledge to adapt her provision to meet their individual needs and interests.

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Leadership and governance Strong standard

The childminder works positively in the wider community and with other professionals. She seeks advice and shares information appropriately to support all children. These collaborative partnerships, together with her strong self-evaluation and commitment to improvement, ensure that children and families benefit from a well-led, responsive and continually improving setting.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are warmly welcomed into this nurturing, home-from-home environment where they feel safe, secure and valued. Strong, trusting relationships with the childminder create a genuine family feel, helping children to settle quickly and develop a strong sense of belonging. They are happy and confident, and they thrive in the attentive, responsive care they receive.

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What it's like to be a child at this setting

The environment is thoughtfully organised to make effective use of all available space, both indoors and outdoors. Children have access to a wide variety of age-appropriate resources that reflect their interests and support all areas of learning and development. A rich selection of books is readily available throughout the setting, and this encourages children to develop a love of stories and enhances their early literacy skills.

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What it's like to be a child at this setting

Children are independent from a young age. They choose activities, access resources freely and take pride in managing tasks for themselves, such as tidying away, selecting materials and caring for their belongings. The childminder provides gentle guidance and praise, helping children to build confidence and resilience.

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What it's like to be a child at this setting

Outdoor learning is a valued part of daily experiences. The outdoor space is used very effectively to extend play and exploration. For example, children enjoy imaginative and sensory play in the mud kitchen, where they experiment with different coloured water and natural materials such as fruit. This supports creativity, curiosity and cooperative play.

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Address:

Register(s): EYR, CCR Partnerships with parents are strong and positive. Parents speak highly of the childminder and report that their children are happy, settled and making good progress. They feel their children thrive in the childminder's care and appreciate the warm, family-centred approach and stimulating experiences provided.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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