O'Connell, Victoria Barbara

O'Connell, Victoria Barbara

Unique reference number (URN): 2742532 Address: 4 York Road, Bristol, BS16 5NW Type: Childminder Registered with Ofsted: 20/10/2023 Registers: EYR, CCR, VCR Registered person: O'Connell, Victoria Barbara

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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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Curriculum and teaching Strong standard

The curriculum and teaching are particular strengths of the provision. The childminder implements a well-considered, child-led curriculum that reflects her secure understanding of how young children learn. She prioritises communication and language, physical development, and personal, social and emotional development, ensuring that these are embedded across daily experiences.

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Curriculum and teaching Strong standard

Teaching is highly effective and responsive. The childminder makes excellent use of spontaneous opportunities to extend learning, such as encouraging children to observe and discuss changes in the weather. She models language skilfully, introducing rich vocabulary and extending children's knowledge through meaningful interactions. The childminder uses purposeful questioning to deepen thinking. For example, she encourages children to consider similarities and differences between animals.

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Curriculum and teaching Strong standard

Mathematical learning is embedded into everyday experiences. For example, children count apple slices during snack preparation and are supported in using tools safely, promoting both problem-solving and independence skills.

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Curriculum and teaching Strong standard

The childminder adapts her teaching effectively to meet children's individual needs and interests. The use of sign language alongside spoken language further supports communication and inclusion. As a result, children are highly engaged, develop a broad vocabulary and build secure foundations for future learning.

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Achievement Expected standard

Children generally achieve well from their starting points and develop key skills needed for their next stage of learning. They make good progress in communication and language, confidently expressing their needs and engaging in conversations supported by the childminder's interactions.

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Achievement Expected standard

Children also develop physical skills and coordination, with clear improvements seen over time, particularly in confidence and movement. They apply their learning in meaningful ways, such as counting during snack preparation and making choices throughout the day.

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Achievement Expected standard

Children demonstrate increasing independence through daily routines, including preparing food, washing their hands and managing their belongings. As a result, children develop confidence, independence and the foundational skills needed for future learning.

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Achievement Expected standard

While the childminder supports children effectively. She is still developing how precisely she monitors the impact of strategies used, particularly for children with emerging needs.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. The childminder establishes a calm and consistent environment where expectations are clear and appropriate for children's age and stage of development. Routines are well embedded and supported by a visual timetable, which helps children understand what is happening next and supports smooth transitions.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and secure. Children respond well to gentle guidance and praise, particularly when developing new skills, such as using tools safely. They are encouraged to make choices and take responsibility, for example, when selecting resources and making decisions during snack time.

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Behaviour, attitudes and establishing routines Expected standard

Children are helped to develop social skills through shared activities, such as music sessions, where they learn to take turns and share instruments. The childminder also helps children understand boundaries and respect others. For example, she encourages them to ask for consent during play. As a result, children are confident and cooperative, and they demonstrate positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively. The childminder establishes secure relationships with children, who demonstrate that they feel safe and emotionally secure. For example, children seek comfort and reassurance when needed, showing trust and confidence in the childminder.

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Children's welfare and wellbeing Expected standard

Care practices are well established and responsive to individual needs. Hygiene routines are embedded, with children encouraged to wash their hands using appropriate resources and supported through songs to ensure effective practice. The childminder supports children's health needs carefully, including managing eczema through regular moisturising and administering prescribed medication safely, with accurate recording and communication with parents.

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Children's welfare and wellbeing Expected standard

Children are supported to develop independence through daily routines, such as preparing snacks and managing personal care. The childminder promotes healthy lifestyles through nutritious meals and opportunities for physical activity. Safety is prioritised, with clear procedures for outings, including risk assessments and teaching children safe practices. As a result, children develop a strong sense of wellbeing and security.

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Inclusion Expected standard

The provision reflects an inclusive approach where children's individual needs are identified and supported at an early stage. The childminder works in partnership with parents from the outset, drawing on information gathered during onboarding and ongoing communication to build an understanding of children's backgrounds, routines and emerging needs. This supports her in making appropriate adaptations to her provision and reducing potential barriers to learning. The childminder demonstrates an understanding of the graduated approach. She uses observations and discussions with parents to monitor children's development and identify any emerging needs. Support is adapted where appropriate, and she works with families to review progress and consider next steps, helping ensure that support remains responsive. While monitoring systems are established, there are opportunities to further develop how the childminder evaluates the impact of strategies used to support children with emerging

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Inclusion Expected standard

Children's health and care needs are supported appropriately. For example, the childminder follows consistent care routines for children with eczema and manages dietary requirements to enable children to participate safely in mealtimes. Inclusive practice is reflected in daily routines, where children are encouraged to make choices, take part in activities, and communicate using spoken language and sign language. This helps children access the curriculum and make progress from their starting points.

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Leadership and governance Expected standard

Leadership and governance are effective. The childminder demonstrates a clear understanding of her strengths and priorities, with a focus on providing high-quality care and education. She reflects on her practice and makes adaptations to meet children's needs, including taking flexible decisions to support children's wellbeing.

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Leadership and governance Expected standard

The childminder shows a positive commitment to professional development. She engages with local authority training and works collaboratively with other childminders, organising shared activities in the community. This contributes to the ongoing development of her practice and enhances children's experiences. The childminder also demonstrates awareness of wider priorities, such as oral health, and supports these through daily routines and experiences.

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Leadership and governance Expected standard

Partnerships with parents are well established. Communication is regular and purposeful, enabling parents to remain informed about their children's experiences and development.

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Leadership and governance Expected standard

While the childminder reflects on her practice and engages in professional development, systems for evaluating the impact of this on the quality of provision are still developing. Strengthening leadership knowledge and building on current approaches to self-evaluation will further support ongoing improvement.

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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 and engaging environment where they feel safe, valued and confident to explore. They form secure attachments with the childminder and seek comfort and reassurance when needed. For example, when minor disagreements occur, children approach the childminder for support, showing that they feel emotionally secure and trust her to help them manage their feelings. Children interact positively and demonstrate a strong sense of belonging in the setting. Children are curious and motivated to learn through a wide range of meaningful, real-life experiences that reflect their interests. They respond with excitement to spontaneous learning opportunities, such as observing changes in the weather, including rain and hail, and discussing what they can see. Children enjoy music and imaginative play. For example, they enthusiastically join in with songs such as 'Old MacDonald Had a Farm', where they

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

search for toy animals and confidently name them, including learning new words such as 'aquarium'. They also engage in action songs, such as 'Sleeping Bunnies', which supports their physical development.

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

Children develop strong communication skills. They confidently express their needs, such as indicating when they require a nappy change, and engage in conversations supported by the childminder's modelling of language and use of sign language. Children are encouraged to think and respond to questions, such as when considering whether animals belong on a farm or in a zoo.

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

Children are helped to become increasingly independent. They make choices throughout the day, such as selecting resources, deciding where to sit, and choosing what to eat at snack time. They actively participate in preparing food, such as counting apple slices and using child-safe knives, and they take responsibility for routines such as washing their hands and tidying up.

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

Clear and consistent routines, supported by a visual timetable, help children understand what is happening next and feel secure. Children behave well and cooperate with others, and they are developing important social skills, including sharing, taking turns and asking for consent during play. As a result, children are happy, engaged and developing the knowledge, skills and confidence they need for their next stage of learning.

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Next steps

The childminder should strengthen monitoring of children's development, particularly for those with emerging needs, to more clearly evaluate the impact of strategies used to support their progress. The childminder should continue to engage in professional development that strengthens leadership knowledge and supports the ability to evaluate the impact of practice to drive ongoing improvement of the provision.

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About this inspection

The inspector spoke with the childminder, children and parents/carers 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.

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Address:

Registered person: O'Connell, Victoria Barbara

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00

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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

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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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