Childminder in BristolOfsted report card, 23 Sept 2026

Childminder

Unique reference number (URN): 2823180 Registered with Ofsted: 13/03/2025 Registers: EYR, CCR, VCR

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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 typically make progress through the curriculum and achieve well from their starting points. Overall, children are prepared for the next stages of learning. All children develop increasing physical confidence as they manoeuvre, climb and balance in the outdoor area. They are confident learners who access resources independently and make choices in their play. All children develop their communication and language as they either babble or use words to express their needs and interests. Children interact positively with others and play happily alongside their peers. They demonstrate they are developing secure social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. The childminder promotes positive behaviour and teaches all children to be respectful. The childminder acts as positive role model and calmly supports children to understand how their actions affect others. The childminder has introduced a timer to support children to wait their turn to play with resources.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children remain engaged in activities through adults' effective questioning and enthusiasm. Children show positive attitudes to learning and they concentrate on activities that interest them. Relationships between the childminder and children are warm and respectful. The childminder understands the importance of monitoring and recording children's attendance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has introduced a visual routine to support children with understanding what happens next. However, despite this, at times, routines are not always clear, and, therefore, children do not always know what is expected of them. This means, at times, children do not always benefit from learning opportunities available to them.

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Children's welfare and wellbeing Expected standard

Children form trusting relationships with the childminder. The childminder knows children well and responds sensitively to their ages and stages of development. Children learn to understand and express their emotions, and the childminder supports them to manage their feelings.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to keep themselves safe. For example, children learn about the purpose of oven gloves and to hold the handrail when using steps. The childminder helps children to begin to understand how to make healthy life choices. For example, the childminder talks to children about why they need to drink regularly throughout the day and brush their teeth.

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Children's welfare and wellbeing Expected standard

Children develop their physical skills and enjoy playing outside in the fresh air. For example, they build their big muscles and coordination as they play on equipment in the garden. The childminder carries out regular risk assessments to ensure the environment is safe. The childminder uses mealtimes to promote children's understanding of what foods are healthy and why we need them. She ensures the environment is clean and teaches children the importance of washing their hands to prevent the spread of germs.

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Curriculum and teaching Expected standard

The childminder has created a clear curriculum for all children, including those children with special educational needs and/or disabilities. She understands how to make adaptations to the curriculum to build on children's individual development step by step. For example, the childminder has introduced a visual routine to support children's transitions.

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Curriculum and teaching Expected standard

The childminder typically has a secure understanding of the quality of her curriculum and teaching. She reflects on children's progress and makes decisions that improve learning, such as recent adaptations made to the indoor and outdoor areas.

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Curriculum and teaching Expected standard

The childminder identifies what children know and can do and plans appropriate next steps. In general, teaching is purposeful and the childminder follows children's interests. However, at times, the organisation of routines does not enable all children to fully participate in the learning on offer. This means that, at times, children spend time waiting and do not fully understand what is expected of them.

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Curriculum and teaching Expected standard

Children enjoy books and regularly choose stories to read with the childminder. They enjoy group times where they develop their attention and listening skills. The childminder plans opportunities designed to develop children's communication and language. The childminder introduces simple vocabulary and narrates children's play.

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Curriculum and teaching Expected standard

Children are supported with their physical development though a range of outdoor physical equipment such as a tunnel, slide and climbing frame. Adults support children's coordination and large movements through water painting on fences. They weave in mathematical development into children's play as they encourage children to count stepping stones while they balance and take steps.

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Inclusion Expected standard

The childminder typically creates an inclusive environment. All children are welcomed and valued. The childminder gathers information from families and uses this and her own observations to carry out assessments of each child's development and identify any learning needs.

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Inclusion Expected standard

The childminder demonstrates a suitable understanding of how to support disadvantaged children, children with special educational needs and/or disabilities and those known or previously known to children's social care.

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Inclusion Expected standard

The childminder understands the importance of using tailored strategies to support children's individual needs. For example, she adapts her practice, to support individual children's communication. She uses a visual routine and simple 2-word instructions. She typically adapts activities effectively to ensure children of all ages and abilities are included successfully. For example, younger children are supported to participate safely in activities alongside older children through appropriate adjustments. The childminder understands how to use additional funding to support disadvantaged children to ensure approaches are tailored to their needs. She understands the procedures to follow for seeking advice and support for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder provides a welcoming and safe environment for children. The childminder carries out regular risk assessments of all areas children access. With the development of the outdoor areas, she has taken additional steps to ensure the space is free from hazards for all age groups.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice. She typically understands the strengths of her provision and identifies areas for development. The childminder and her assistants attend training to develop their knowledge and meet the needs of all children in the setting. The childminder speaks confidently about further training she wishes to undertake, such as training about supporting children with special educational needs and/or disabilities. The assistants feel well supported by the childminder and report that the childminder considers their wellbeing and workload.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding about children's learning. She accurately identifies and builds on what children need to learn next. Parents share they receive regular communication about children's day and where they are in their development. They share that their children enjoy their time at the setting. However, current routines do not fully enable all children to fully participate in all learning that is on offer and ensure that all children know what is expected of them.

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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 enjoy their time at this happy and nurturing setting. They enter calmly and are greeted by the childminder, who knows them and their families well. Children develop a sense of belonging as they excitedly choose from the range of age-appropriate resources. Children benefit from the recent adaptations made to the indoor and outdoor areas. These adaptations ensure all children, including those with special educational needs and/or disabilities have safe, accessible and comfortable spaces to play. Children's physical development is supported as they take part in daily outdoor and physical play, including climbing, crawling and balancing.

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

Children relish playing alongside their peers, sharing resources and developing social skills. Children behave well and show kindness as they play. They demonstrate that they are learning strategies to share as they begin to use timers to help them wait for their turn with resources. When minor disagreements occur, the childminder sensitively helps them to take turns.

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

Children attend regularly. They show positive attitudes to their learning as they focus on activities designed to extend their attention. All children benefit from the focus on developing their communication and language. The childminder includes pauses in her interactions. This gives children time to process and respond during conversations. All children benefit from adults' meaningful interactions and are typically included in all learning opportunities. Children make progress from their starting points and are typically well prepared for their next stage in learning.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30,Monday,Wednesday,Thursday : 08:30 - 17:30

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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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Next steps

The childminder should review and strengthen routines to ensure that all children know what is expected of them. The childminder should review and strengthen routines to enable all children to fully participate in the learning that is on offer and minimise the time children spend waiting.

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About this inspection

The inspector spoke with the childminder, children and parents 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. This data is from 23 September 2026

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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

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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