Gough, Sarah Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and settled. The childminder focuses on supporting their personal, social, and emotional development. She builds warm and trusting relationships with the children. The childminder understands each child's needs. As a result, children feel secure, valued, and confident.

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The provision is good

Children show a positive attitude to learning. They enjoy their morning routine. Children choose a 'singing spoon' from a jar and sing with the childminder. They wait patiently for their turn. She reinforces word meanings with actions, such as 'up' and 'down'. This helps children link words to actions. It strengthens understanding, builds vocabulary, and develops communication skills. The childminder teaches children new words in everyday situations. When noticing twisted straps on waterproofs, she asks, 'Is that uncomfortable?', children repeat, 'Yes, it's uncomfortable.' These interactions help expand vocabulary and improve language skills. Learning becomes more engaging and effective.

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The provision is good

The childminder sets high expectations for children's behaviour. She promotes good manners through praise and encouragement. Clear boundaries help children behave well. For example, the childminder reminds children to not feed toys to the dogs. Children listen to her instructions and return to their play. Children share, take turns, and play happily together.

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need to do better?

n The childminder helps children think about the weather and what it means as part of their daily routine. She encourages them to make links, such as sunny skies meaning no rain. This supports their thinking and language skills. Children learn about cause and effect by predicting the weather. They develop observation skills and explore early science concepts. Talking about their ideas builds confidence in communication. These simple discussions spark curiosity and problem solving. Children begin to connect their environment to real-world outcomes. n The childminder assesses children's speech and language using specialist toolkits. She identifies delays early and tailors support to each child's needs. She plans activities to build vocabulary, improve pronunciation, and strengthen communication. However, she does not consistently use opportunities during children's play to target their next steps in learning.

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need to do better?

n The childminder uses song time to check children's memory and learning. She pauses to see if they recall the next words. This helps her assess children's knowledge and build on what they remember. Through back-and-forth interactions, the childminder encourages children to recall past learning. She supports their thinking by narrating their play, saying, 'Push, push, push.' The

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need to do better?

26 March 2025 childminder asks open-ended questions and gives them time to respond. This strengthens their language skills, boosts their confidence, and helps develop their ability to express ideas. n The childminder actively evaluates her provision. She reflects on what works well and identifies areas for improvement. However, she has not fully planned how to engage children who are less willing to take part in mark-making activities. As a result, these children have fewer chances to develop early writing skills, such as pencil control. n The childminder tracks children's progress closely to ensure they meet key milestones. She shares assessments with parents, helping them understand their child's development. This encourages strong partnerships and guides future learning. Parents value the updates they receive about their child's day. The childminder supports parents in extending learning at home. This creates a

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need to do better?

consistent approach to children's development. n The childminder is committed to offering varied experiences. She works hard to develop initiatives, such as forest school, to enhance learning. She provides hands-on activities that some children may not experience at home. This helps them explore nature, build confidence, and develop new skills. n The childminder embeds mathematics throughout daily activities. She introduces mathematical vocabulary during play. This helps children count objects confidently and use mathematical language. During snack time, she highlights concepts, such as 'more than', explaining there are more plates than children. These interactions strengthen children's understanding of numbers and mathematical concepts.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide consistent support throughout the day to help children achieve their next steps in learning more swiftly n consider how to provide more appealing opportunities for children to practise skills such as mark making and pencil control, in preparation for early writing.

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Setting details

Unique reference number EY554937 Local authority Suffolk Inspection number 10376599 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 29 May 2019

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Information about this early years setting

The childminder registered in 2018 and lives in Lowestoft, Suffolk. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for children aged nine months upwards. She holds an appropriate early years qualification at level 4.

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Inspection activities

n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this is having on children's learning. n The inspector read written feedback from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 March 2025 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

26 March 2025 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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