Suzanne Mitchell

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate that they are happy and relaxed in the care of the caring childminder. They develop close emotional attachments to her and show her affection, often spontaneously cuddling up to her. This helps support children's emotional well-being. Children are familiar with the childminder's home. They move around freely and choose their own resources and activities. Behaviour is good. For example, children play alongside each other and are beginning to share the toys and resources.

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The provision is good

Children are eager to play outside in the childminder's garden. They have fun as they enthusiastically push themselves along the pathways on sit-on cars and scooters. This supports their physical development and well-being. Children show good imagination as they play. For example, they pretend to cook food in the toy kitchen, put it onto plates, and offer it to the childminder. As children play with the toy farm, they confidently imitate the animal sounds to the inspector. Children are developing knowledge of their local community. For example, the childminder takes children to look at the horses and foals at the National Stud. They frequently have outings to the local parks. This provides children with opportunities to experience physically challenging activities and to socialise in a larger group.

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need to do better?

n During the COVID-19 (coronavirus) pandemic lockdown, the childminder ensured she remained in contact with all children and families. Through frequent discussions with parents and her own observations, the childminder was able identify and support any gaps in children's learning when they returned to her. She has made some adaptations to her provision as a result of the pandemic. For example, parents now drop off and collect children at the entrance door and additional cleaning practices are in place to help support children's good health. n The childminder has a good understanding of how children learn and develop. She gathers information from parents before children start and makes her own ongoing observations. She plans activities to support children's individual interests. Her detailed knowledge of children helps her to support them to make good progress in their learning and development. n The childminder supports children to become independent in their personal

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need to do better?

needs. For example, they respond positively to her encouragement and praise as they persevere to put on their own jacket. They place their arms into the sleeves, flip it over, and smile widely as they complete the task themselves. Children are developing an awareness of good hygiene routines. For example, they wash their hands when they come in from the garden and before they eat. n Children enjoy musical videos. They energetically join in with the familiar songs and copy the actions. The childminder reads aloud to children. She encourages

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need to do better?

15 July 2021 them to look at the pictures in the books to support their understanding. n The childminder frequently takes opportunities to support children's mathematical development. For example, as she plays with children in the toy kitchen, she counts out pieces of pretend food as she places them onto a plate. n The childminder has high expectations of children's behaviour. Children listen and respond well to her requests. However, the childminder does not use some of the everyday opportunities to support children's understanding of personal safety. For example, while she asks children to use their 'walking feet' inside, she does not help them to understand why it is important. n Parents are highly complimentary of the childminder. They say that she is 'very supportive' and appreciate the care and attention their children receive. The childminder gives parents feedback about children's achievements. However, she

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need to do better?

does not provide them with information about children's next steps in learning to give them the opportunity to further support children's learning at home. n The childminder is evaluative of her provision and recognises the importance of continuous improvement. She attends training, researches and liaises with other professional to share good practice and develop her skills. She has professional development opportunities planned for the future to help raise the quality of her practice to a higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder undertakes regular training to ensure her safeguarding knowledge remains up to date. She has a good understanding of how to recognise and respond to any signs that children may be at risk of harm. She is aware of how to report any concerns to the relevant agencies in her local area. The childminder carries out regular risk assessments to make sure her home and garden are safe and secure for children to use.

p.3

should:

n extend opportunities to increase children's understanding of personal safety n share more information with parents about their children's next steps to help them support their child's learning at home.

p.3

Setting details

Unique reference number EY562189 Local authority Suffolk Inspection number 10191021 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Newmarket, Suffolk. She provides her childminding service from 5.30am until 5.30pm each weekday, all year round.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together and discussed how the childminder plans the provision. n The inspector observed the childminder during an activity with children. The inspector and childminder discussed the quality of teaching together afterwards. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided and discussion with parents.

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Inspection activities

15 July 2021 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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Inspection activities

15 July 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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