Read, Victoria Emily

Read, Victoria Emily

Unique reference number (URN): 2760301 Address: 56 Victoria Parade, BRISTOL, BS5 9EB Type: Childminder Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR Registered person: Read, Victoria Emily

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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 Expected standard

Children make secure progress from their starting points and develop the knowledge and skills expected for their stage of development. They show curiosity and engagement as they explore their environment and respond to familiar experiences.

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Achievement Expected standard

Children's communication skills are developing well. They begin to use sounds and emerging words and respond to familiar language during play and stories. For example, they make links between animals and the sounds they make. Children also develop early problem-solving skills as they explore resources and begin to complete simple tasks with support.

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Achievement Expected standard

Children demonstrate positive learning behaviours. They show interest in activities, sustain attention for short periods and respond to encouragement during play.

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Achievement Expected standard

Children are developing the skills needed for their next stage of learning. While progress is secure, opportunities for children to explore, create and use their own ideas are not yet consistently embedded. As a result, learning is not always extended as effectively as it could be.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and supportive environment where children feel at ease. She establishes clear expectations for behaviour and helps them understand simple safety rules. The childminder explains when actions may be unsafe and guides them to make safer choices.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond positively to guidance. They engage in routines and cooperate during everyday experiences. The childminder supports them sensitively, taking account of their age and stage of development. This helps them feel confident and secure in what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and provide consistency throughout the day. Care routines, such as nappy changing and snack time, are managed calmly and respectfully. The childminder gives clear explanations to help children understand what is happening and what is expected, supporting their sense of involvement and helping them to develop an awareness of routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes attendance effectively. She maintains clear communication with parents to support consistent routines. This helps children settle well and attend regularly.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to learning. They show interest in activities, independently choose resources and respond to encouragement. Children remain engaged for short periods and show increasing confidence in exploring the environment.

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Children's welfare and wellbeing Expected standard

Care practices support children's welfare and wellbeing effectively. Routines are calm and responsive. For example, during nappy changing, the childminder explains what she is doing, speaks reassuringly and gives children simple tasks, such as holding the wipes. This helps children feel comfortable and emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder builds secure relationships with children. They seek reassurance through close interaction and show they feel safe and understood. The childminder responds to children's communication, for example, acknowledging their sounds and attempts at words. She provides reassurance and calm support, helping children to manage their feelings and feel secure.

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Children's welfare and wellbeing Expected standard

The childminder understands children's individual needs. She gathers information from parents about routines, preferences and care needs. This supports consistent care, including feeding patterns and responding to children's choices during snack.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop an understanding of health and hygiene. She maintains appropriate hygiene practices and uses simple strategies, such as visual prompts during snack routines. The childminder supports children's physical development, encouraging them to drink from an open-top cup, helping them develop coordination. She explains expectations, such as washing hands, supporting their growing independence.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe environment. The childminder supervises closely and carries out checks to minimise risks. For example, she ensures children are safely seated during snack and gives clear guidance. This helps children begin to understand how to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests and supports their development. She places a clear focus on communication and language. This guides interactions and experiences. The childminder understands children's starting points and uses information from parents and observations to identify next steps.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of how young children learn. She joins children in their play and models how to use resources. For example, during a play dough activity, she shows how to manipulate the dough and introduces tools, such as cutters and sticks. The childminder introduces vocabulary linked to children's interests, including animals. This supports children's early communication.

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Curriculum and teaching Expected standard

The childminder supports children's language development throughout the day. During shared stories, she introduces new words and links sounds to familiar animals. She uses repetition and simple commentary to support understanding.

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Curriculum and teaching Expected standard

The childminder supports children's early problem-solving through play. For example, she encourages them to match pieces when completing puzzles and provides simple guidance to help them succeed. These experiences also support children's physical development, including their coordination and control, as well as their confidence and engagement in learning.

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Curriculum and teaching Expected standard

The childminder uses assessment to check what children know and can do and adapt teaching. While some planned activities support exploration, opportunities for children to explore and use their own ideas are not yet consistently embedded, meaning children have fewer opportunities to explore, create and use their own ideas.

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Inclusion Expected standard

The childminder develops a clear understanding of children's individual needs. She gathers information from parents when children start and builds on this through ongoing discussion. This helps her recognise children's starting points and identify areas to support, including early communication.

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Inclusion Expected standard

The childminder maintains positive partnerships with parents. She shares information regularly to support children's development and ensure consistency between home and the setting. This helps children feel secure and supports their progress over time. The childminder understands the importance of sharing information with other settings to support continuity in children's experiences.

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Inclusion Expected standard

The childminder adapts her practice to meet children's needs. She adjusts interactions and uses strategies that support understanding. For example, simple signs are used alongside spoken language and key words are repeated during play. This helps children engage and develop their communication skills.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to support children with additional needs, including recognising concerns early and knowing how to seek further support. She understands the importance of working with parents and other professionals and is aware of local processes and services, including how to work with other agencies to access advice and support. However, opportunities to learn about diversity and difference are not yet consistently reflected in everyday resources and experiences, meaning children have fewer opportunities to develop an understanding of the wider world.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her strengths and identifies areas where she can develop her practice further. She reflects on her provision and makes decisions that prioritise children's wellbeing. For example, she has carefully considered how to manage her return to childminding, ensuring children experience continuity of care.

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Leadership and governance Expected standard

The childminder's professional development supports her practice. She engages with support from the local authority adviser and attends childminding groups to share ideas and develop knowledge. The childminder uses training to strengthen her approach to communication, including the use of signs alongside spoken language. She has also responded to feedback by using clear and accurate language to support children's development. The childminder works in partnership with parents and values open communication. Information shared by families is used to support children's care and development, particularly during settling-in periods. She recognises the importance of working with other settings children attend to support consistency in their experiences.

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Leadership and governance Expected standard

The childminder is committed to improving her provision. While she is beginning to develop resources and experiences, opportunities for children to explore, create and use their own ideas, and for reflecting diversity are not yet fully embedded. As a result, children have fewer opportunities to explore and develop an understanding of the wider world.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 experience a warm, nurturing environment where they feel safe and valued. Those new to the setting settle quickly. This reflects the childminder's effective support for transitions. They explore the environment with confidence and return to the childminder for reassurance through close interaction. This shows they feel emotionally secure.

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

Children develop a sense of belonging through consistent routines and responsive care. The childminder gets to know children well and works closely with parents to meet their individual needs. Daily routines, including care times and snack, are calm and predictable. This helps children feel at ease.

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

Children enjoy their learning and engage in activities that reflect their interests. For example, the childminder uses children's interest in animals to support communication and language. She introduces new words, such as 'chameleon', and models sounds. She responds to children's attempts to communicate. This supports early speech and understanding.

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

Children show curiosity and a willingness to explore. They independently choose resources, such as puzzles and musical instruments. This supports their developing problem-solving skills. The childminder provides warm interactions and models how to use resources. She encourages children to try new experiences. Children have opportunities to experience the wider community. They attend groups, visit parks and take part in library sessions. These experiences support their social skills and confidence in different environments.

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

Attendance is monitored effectively. The childminder works with parents to establish consistent routines. This helps children to settle well.

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

Children are kept safe. The childminder supervises children closely and gives clear, simple explanations about safe behaviour, such as not climbing and moving safely between spaces. This helps children begin to understand risks and how to keep themselves safe. Children make secure progress from their starting points. This is supported by the childminder's knowledge of their individual needs and her close partnership with parents.

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Next steps

The childminder should further develop opportunities for children to explore, create and use their own ideas. The childminder should strengthen how diversity is reflected in resources and experiences, so that children develop an understanding of differences.

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About this inspection

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

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Address:

Operating hours: Tuesday,Thursday : 08:30 - 12:30

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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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1 to 1

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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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

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 .

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

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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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