Scott, Rebecca Philippa

Scott, Rebecca Philippa

Unique reference number (URN): 2762613 Address: 4 Oakleigh Avenue, BRISTOL, BS5 9AR Type: Childminder Registered with Ofsted: 16/01/2024 Registers: EYR, CCR Registered person: Scott, Rebecca Philippa

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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 appropriate progress from their starting points. They develop communication and language over time. For example, they move from using single words to beginning to use simple phrases to express their needs. They recall past experiences, such as visits in the community, and share these during conversations. This shows growing confidence and understanding.

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Achievement Expected standard

Children develop increasing control in their physical skills. They move, climb and use equipment with confidence. Over time, they show greater independence in familiar routines and make choices about their play. They lift and carry items when tidying away resources, showing growing coordination and responsibility. This reflects their growing sense of independence.

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Achievement Expected standard

Children show positive attitudes to learning. They are confident to explore the environment, make choices in their play and generally engage in activities. This supports their readiness for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports children to develop positive behaviour and attitudes. She provides clear guidance to help children understand routines and expectations. For example, she gives children time to settle into play before introducing activities. This helps children to feel secure and ready to engage. She supports children to understand boundaries, for example by explaining whose turn it is during play. As a result, children begin to manage sharing and turn-taking.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and respond positively to the childminder's support. They play alongside each other and are beginning to develop early social skills. The childminder manages interactions calmly, for example by redirecting play when needed to prevent frustration. This supports positive relationships. Children respond well to praise and encouragement. For instance, when blowing a whistle, they laugh and repeat the action, showing enjoyment in shared experiences. Children attend regularly and are familiar with the childminder's routines and expectations. This helps them to settle quickly and engage confidently in the provision.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They are confident to explore the environment and make choices about their play. They are generally engaged and show interest in activities. They persist when things are challenging, for example when building and trying again if something does not work. This supports their confidence, independence and growing understanding of routines and expectations.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe and nurturing environment that supports children's welfare and wellbeing. She supervises children closely throughout the day and carries out ongoing checks to maintain safety. For example, she completes regular safety sweeps to remove small objects that could pose a risk. She follows safe routines, including ensuring appropriate sleep arrangements and carrying out regular checks. This helps children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children's health and wellbeing through daily routines. She promotes good hygiene practices, for example encouraging children to wash their hands after handling the family pet and supporting them to wash thoroughly using famiilar handwashing routines. She gathers important information at induction, including allergies and health needs, and uses this to support children's care. These approaches help children to begin to understand how to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional wellbeing through her interactions. She offers reassurance and comfort when needed and helps children to feel secure. She also uses stories, such as those that reflect different families, to support children to feel valued and develop a sense of belonging. Children are generally confident to explore the environment and seek support when needed. The childminder provides calm and consistent care, which supports children's wellbeing and helps them to settle and engage.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she wants children to experience. She focuses on supporting communication, physical development and confidence through everyday experiences. She typically plans activities based on children's interests and what they already know. She also makes good use of the local community, such as attending groups and visiting places of interest, to broaden children's experiences. This contributes to an inclusive curriculum where children access a range of meaningful learning opportunities.

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Curriculum and teaching Expected standard

The childminder generally delivers the curriculum through a balance of child-led play and planned activities. She supports learning through interaction and commentary. For example, during play, she introduces mathematical language such as counting and shape, including describing a shape as a 'crescent'. She encourages children to think and solve problems, for example when building with blocks and considering how to balance them. During activities, she introduces new vocabulary linked to learning, such as 'soil', 'roots' and 'earth'. As a result, children develop their knowledge, language and confidence over time.

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Curriculum and teaching Expected standard

Language is not always modelled precisely. At times, simplified words are used, such as 'nana' or 'birdies', which does not fully support children to develop a wider vocabulary. In addition, planned activities are not always fully adapted to meet the needs of all children, particularly the youngest. For example, during a planned activity, younger children show less sustained engagement and move away to explore other resources. This means that some children do not consistently benefit from sustained opportunities to engage deeply in their learning.

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Inclusion Expected standard

The childminder shows a clear understanding of inclusive practice. She gets to know children and their families well. She gathers information about routines, such as sleep and weaning, alongside children's interests and starting points. She typically uses this to support children from the outset. She keeps in regular contact with parents to share updates about development. This helps to create a consistent approach between home and the setting and reduces barriers to learning and wellbeing. Children generally feel settled and secure.

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Inclusion Expected standard

The childminder identifies what she is working towards for each child. She supports communication, confidence and early skills through everyday interactions. For example, she encourages the use of simple phrases during snack time. She responds sensitively to emotions and offers reassurance when children become upset, helping them to re-engage. She adapts interactions to support play alongside others, for example by offering alternative resources when play becomes difficult. She understands the need to seek additional support, including for children with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Adaptations to activities and interactions are not always fully embedded. At times, particularly for the youngest, involvement is more intermittent. For example, during a planned activity, engagement is brief before attention shifts to other resources. This limits opportunities for sustained interaction that builds on learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of her role and responsibilities since registration. She has taken steps to build her confidence in meeting the requirements of the early years foundation stage. She has completed relevant training and uses guidance to support her practice. For example, she has already adapted her approach to safer sleep in line with updated guidance. She reflects on her provision and identifies areas for development, including how activities can be better planned to meet children's developmental needs. This supports ongoing improvement in her practice.

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Leadership and governance Expected standard

The childminder typically evaluates her provision and seeks support to strengthen her knowledge and skills. She works with the local authority and engages with other childminders to share ideas. For example, she uses a childminder messaging group to seek advice. She also provides children with opportunities to access the wider community, including attending groups and visits. This contributes to improvements in her practice.

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Leadership and governance Expected standard

The childminder understands her responsibilities in relation to inclusion and safeguarding. She knows how to identify concerns and seek support where needed. She understands how to support children with special educational needs and/or disabilities (SEND), including early identification and working with families. Systems to ensure that all aspects of practice are consistently refined are still emerging. This means that some aspects of teaching and curriculum planning are not yet fully embedded.

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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 happy, settled and confident. They typically move around the environment independently and choose what they want to play with. They return to familiar activities, which shows they feel secure and know what to expect. Children enjoy their learning and take part in a range of experiences. For example, they engage well in story time. They join in with familiar words, lift flaps in books with interest and respond to simple questions. They talk about their own experiences, such as family members and things they have done at home. This supports their developing communication and understanding of the world around them.

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

Children develop key skills through play and daily routines. They build on what they already know and make appropriate progress from their starting points. They become more independent over time. For example, they wash their own fruit and use steps to reach the sink safely. They also help to tidy away resources and take part in simple routines. This helps to build confidence and self-care skills. Children develop their communication and language as they use words to express their needs and begin to join words together. Younger children develop their physical skills as they climb, balance and move with increasing control, showing growing confidence in their movements.

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

Children form warm relationships with the childminder and seek her out for reassurance and interaction. They play alongside each other and begin to take turns, for example when using shared toys. The childminder supports them to manage small frustrations and continue with their play. This helps children feel valued and included. Children benefit from clear routines and a nurturing environment. The childminder supervises them well and keeps them safe.

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Address:

Registered person: Scott, Rebecca Philippa

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:00 She gives clear guidance, for example reminding children to finish eating before leaving the table. This helps children understand expectations and develop positive habits. Children feel safe and explore their learning environment with confidence.

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Next steps

The childminder should ensure that language is consistently modelled accurately to further support children's developing vocabulary. The childminder should strengthen the planning of activities so that they are consistently adapted to meet the needs of all children and support sustained engagement in learning.

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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. Local authority: Bristol City of

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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. 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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