Fallaize, Laura June

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 flourish in this nurturing and engaging setting. They arrive with smiles, excited to explore the well-thought-out environment. The childminder knows each child exceptionally well and uses this knowledge to build secure, warm relationships that help children feel safe and confident. Children seek her support with ease and enjoy her involvement in their play. For example, they jump and giggle with joy as they sing along with the childminder to 'Monkeys Jumping on the Bed'.

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The provision is good

The childminder provides a rich and ambitious curriculum tailored to each child's needs. Learning is carefully sequenced, building on what children know and can do. Children's curiosity is captured through thoughtful interactions and stimulating activities. They are deeply engaged, whether listening to stories with props or using tweezers to pick up models of coloured bears. The outdoor space is a hub of activity. Some children climb, balance and explore the mud kitchen while others fish for sea animals in the water tray or use chalk to draw on chalk boards.

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The provision is good

Children behave respectfully and take turns. They confidently express their thoughts and feelings and play cooperatively with their peers. The childminder models positive social skills and supports independence, such as when children prepare role-play snacks or tidy away toys. As a result, children are happy, confident and make good progress in all areas of learning.

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need to do better?

n The childminder provides an ambitious, responsive curriculum tailored to each child's needs. She builds on what children know and adds challenge to extend learning. For example, introducing numbered dice to a colour-sorting game for children who are ready for more. As a result, children are engaged, focused and eager to learn. n The childminder promotes a love of reading. Children listen with excitement as the childminder uses props and interactive storytelling techniques. They ask questions, join in with familiar phrases and enjoy choosing and handling books independently. n Mathematical concepts are embedded in everyday routines. Children confidently use numerical language and compare quantities and sizes during play, such as counting trees or measuring the length of their breadsticks at snack time. n Children's physical development is well supported through a range of indoor and outdoor activities. From fine motor challenges with magnetic mazes to active

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need to do better?

play in the large garden, children develop strength, coordination and confidence. n The childminder teaches children how to stay safe. They understand safety rules when using equipment, such as trampolines, and learn to manage risk with the childminder's support. For example, she discusses risks during role-play

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need to do better?

23 June 2025 activities, when children use plastic knives for food preparation. As a result, children learn how to stay safe. n The childminder encourages children to manage self-care tasks, such as toileting and looking after their personal belongings. She models and explains how children can peel their own bananas. As a result, children develop increasing independence. n Children's personal, social and emotional development is a strength. The calm, respectful environment supports positive relationships and emotional resilience. Planned outings to larger groups further build children's confidence and social skills. n The childminder reflects on her practice and is committed to ongoing improvement. She uses parent feedback and ideas from professional networks to enhance the setting. For example, introducing a feelings board to help children express emotions. As a result, children's needs are met more effectively,

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need to do better?

supporting their emotional development and ongoing progress. n Parents are very positive about the care their children receive. They value the childminder's patient and caring approach, appreciate the social experiences she provides and feel well informed about their children's progress. n The childminder places a strong emphasis on communication and language. She engages in meaningful conversations, repeats children's words to extend their vocabulary and encourages them to express ideas. On occasion, she does not give children time to respond and think about their answers before asking another question. n While children are offered nutritious snacks, such as bananas and breadsticks, the childminder does not consistently engage children in discussions about healthy eating and lifestyles. This limits opportunities to deepen children's understanding of healthy lifestyles.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop the use of questioning to ensure that children have time to think about, understand and respond to questions before being asked more n promote children's understanding of healthy eating to improve their knowledge and develop an understanding of making healthy choices.

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Setting details

Unique reference number 2726874 Local authority Suffolk Inspection number 10398358 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 0 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Carlton Colville, Suffolk. She operates from 8am to 5pm, Monday to Friday. The childminder holds an appropriate level 3 qualification. The childminder provides government funded early years education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 June 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

23 June 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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