Childminder

Childminder

Unique reference number (URN): 2791251 Registered with Ofsted: 21/06/2024 Registers: EYR, CCR

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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 generally develop the knowledge and skills they need for the next stage of their learning. They make progress from their starting points and develop confidence, independence and resilience through a range of experiences.

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Achievement Expected standard

Children develop communication, social and independence skills that support their learning and development. They become increasingly independent in managing their personal needs and develop physical confidence through opportunities to climb, balance and explore outdoors.

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Achievement Expected standard

Children develop an understanding of the feelings and perspectives of others through discussions and shared experiences. They show perseverance when completing puzzles and solving problems independently. However, the youngest children do not consistently benefit from adults building on their language through introducing new vocabulary, repeating and extending children's words, and encouraging further conversation. As a result, younger children's vocabulary and communication skills are not developed as effectively as they could be.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent routines that help children understand expectations and feel secure. She supports children to develop positive relationships and encourages them to consider the needs and feelings of others. The childminder knows children well and identifies when they need additional support to develop their social and emotional skills. She responds sensitively to children's individual needs and works with parents to promote consistent approaches to behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children generally demonstrate positive attitudes to learning and engage well in activities and routines. They listen attentively during group experiences and eagerly join in with songs, stories and actions. Children follow instructions enthusiastically and remain focused during adult-led activities. During discussions about 'The Little Red Hen', children reflect on fairness, cooperation and how others may feel.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to share, take turns and play cooperatively with one another. They respond positively to the childminder's guidance and are developing increasing independence through daily routines, such as preparing for outdoor play and managing transitions between activities. The childminder promotes attendance effectively and follows appropriate procedures when children are absent. Children are developing the attitudes, behaviours and social skills that help them play, learn and interact positively with others.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and nurturing environment where children feel safe, secure and valued. Children develop close relationships with the childminder and confidently seek her out for comfort, reassurance and support. The childminder knows children well and responds sensitively to their individual care and emotional needs. Children benefit from consistent care routines that help them feel secure and understand what will happen next.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop independence in managing their personal care. For example, she encourages children to recognise when they need the toilet, remove their own wellington boots and take increasing responsibility for self-care routines. Children learn about hygiene practices and use individual towels when drying their hands.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be physically active and spend time outdoors. The childminder encourages children to assess and manage appropriate risks for themselves. She supports children in developing confidence in their physical abilities by encouraging them to climb and explore independently, rather than lifting them onto equipment they cannot yet reach. Children confidently climb, slide and explore, developing physical skills, resilience and self-confidence. These experiences contribute positively to their wellbeing and growing independence.

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Curriculum and teaching Expected standard

The childminder has established a clear curriculum that reflects her nature-based and holistic approach to children's learning. She considers children's interests, individual needs and stages of development when planning activities. The childminder supports learning through exploration, stories, songs and first-hand experiences in the natural world. These approaches help children develop knowledge and skills across the areas of learning.

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Curriculum and teaching Expected standard

The childminder implements her curriculum through activities that help children make connections between their learning and everyday experiences. For example, children explore growth and change through gardening activities and visits to the allotment. They learn about caring for living things and develop their understanding of the natural world. The childminder adapts activities to reflect children's interests and stages of development. This helps children remain engaged in their learning.

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Curriculum and teaching Expected standard

The childminder generally implements her curriculum effectively through meaningful interactions and activities. She uses storytelling and songs to engage children and encourage discussion. These approaches help children participate fully in activities and remain engaged in their learning. However, the childminder does not consistently build on the youngest children's language by introducing new vocabulary, repeating and extending their words, and encouraging them to talk about their ideas. As a result, younger children's vocabulary and communication skills are not developed as effectively as they could be.

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Inclusion Expected standard

The childminder knows children and their families well. She gathers information before children start attending and uses this to understand children's strengths, interests and development. The childminder tailors support to meet children's individual needs and circumstances. She recognises when children may require additional support, including those with special educational needs and/or disabilities, and understands how to access advice and guidance when needed. The childminder responds sensitively to children's individual circumstances and works closely with parents to support children's learning and wellbeing. She monitors children's development closely and identifies emerging needs. For example, she recognises communication and language as an area of focus for younger children. The childminder adapts her practice to support children with English as an additional language by learning key words and phrases to aid communication. She supports children through significant

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Inclusion Expected standard

family changes, such as the arrival of a sibling, helping them feel secure and included.

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Inclusion Expected standard

The childminder generally provides children with the support they need to make progress. She is aware that some children may be eligible for Early Years Pupil Premium funding. However, her understanding of how funding can be used to further enhance provision is still developing. As a result, children do not yet fully benefit from the experiences and support that available funding may provide.

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Leadership and governance Expected standard

The childminder reflects on her practice and has a secure understanding of children's strengths, development and next steps. She uses her knowledge of children to inform her practice and ongoing provision. The childminder recognises her own strengths and areas for development. She reflects realistically on her workload and identifies areas where she would like to develop her practice further.

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Leadership and governance Expected standard

Partnerships with parents are well established. The childminder gathers information before children start attending through settling-in sessions and ongoing discussions with families. She maintains regular communication through daily verbal handovers and shares information about children's care, learning and development. Parents speak highly of the nurturing environment she provides and the progress their children make. They particularly value the support she provides during milestones, such as toilet training. The childminder supports children and families through key transitions, including preparing children for school by encouraging independence and confidence.

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Leadership and governance Expected standard

The childminder draws on her experience and previous training to inform her practice and understands how to access support from the local authority and other agencies. She uses information from children's development, including two-year progress checks, to identify when additional support may be needed. However, she does not routinely communicate directly with other settings that children attend. As a result, information about children's learning, development and wellbeing is not shared as effectively as it could be. She recognises that her understanding of available funding could be strengthened further.

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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 in this welcoming home-from-home environment. They develop secure attachments with the childminder and typically seek her out for comfort, reassurance and encouragement throughout the day. Children demonstrate that they feel safe and secure and confidently explore their surroundings. Parents speak highly of the care and support their children receive. Children arrive happily, settle quickly and enjoy their time with the childminder. They learn alongside one another in a calm and inclusive environment where their individual personalities, interests and contributions are valued. Children develop positive relationships and are encouraged to consider the needs and feelings of others.

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

Children enjoy learning through a range of meaningful experiences. They proudly talk about vegetables they have grown and enthusiastically share their knowledge of the world around them. Children listen attentively to stories and songs, join in with familiar rhymes and confidently share their thoughts and ideas. Children enjoy observing and caring for the childminder's bearded dragon, helping them develop curiosity about living things. They show positive attitudes to learning and become increasingly engaged and motivated learners.

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

Children generally become increasingly independent. Older children use their imagination during play, creating fairy tea and sharing their ideas confidently with others. Children manage aspects of their personal care, help prepare for outdoor play and confidently make choices about their play and learning. They enjoy regular opportunities to climb, slide, swing and explore outdoors. The childminder encourages children to develop confidence in their own abilities and supports them to manage appropriate risks. These experiences help

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 09:00 - 15:00

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About this setting

Local authority: Bristol City of children become confident, resilient and increasingly independent learners who are well prepared for their next stages of learning.

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Next steps

The childminder should strengthen younger children's communication and language development by consistently extending their vocabulary and building on their spoken language. The childminder should strengthen communication with other settings that children attend to promote greater continuity in children's learning, development and wellbeing. The childminder should develop her understanding of available funding to further enhance children's experiences and support.

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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.

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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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