Childminder in Suffolk

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 demonstrate they are settled and feel safe and secure in the childminder's care. The childminder is reassuring and supportive of children's needs, and they have established close and trusting bonds with her, seeking cuddles and comfort as needed. She speaks respectfully to the children and has high expectations for them. Children's behaviour is good. Children learn about turn-taking by sharing resources and waiting their turn. For example, older children wait to explore a toy while the younger children take a look first, and they talk about sharing toys.

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The provision is good

The childminder knows children well and is responsive to their needs. She gathers information from parents to ensure that she plans for children's individual needs. The childminder regularly assesses children's development. Children have highly positive attitudes to learning and show willingness to join in with all activities. They demonstrate good levels of independence, such as putting on their own shoes ready to go on a walk, and helping the childminder tidy away. They know how to wash their hands using soap in preparation for helping to cut fruit for snack. Children make good progress in their learning.

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need to do better?

n The quality of teaching is good. The childminder ensures that the curriculum offers a variety of learning opportunities that covers all areas of learning. She teaches children the skills they need to be independent learners. Children demonstrate they are keen and eager to try new things and immerse themselves in activities. n Children get plenty of opportunities to explore their local communities, promoting their confidence and curiosity in the world around them. For example, she takes children to visit the local pond, and they carry out a scavenger hunt on their trip, looking for nature in the environment. The childminder encourages children to reflect on these experiences and build on past knowledge. Children spot a bird and remember this is called a magpie. They eagerly mark off the bird on their scavenger hunt list using a pen. n Children are confident speakers. They demonstrate they are curious as they ask

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need to do better?

lots of questions. The childminder engages children in conversations. Young children listen with intent and carefully follow instructions. For example, while reading a story, the childminder uses alternative words to describe 'big', such as 'massive' and 'huge'. n The childminder teaches children the importance of keeping safe and healthy through everyday routines and experiences. For example, while on a walk they learn about road safety and practise crossing the road. As they wash hands, they talk about washing away the germs after being outside and before eating food, to keep them safe.

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need to do better?

24 June 2025 n The childminder works clearly with parents and has established positive partnerships with them. Settling-in sessions meet each child's unique needs. Good information is sought regarding children's starting points and routines so that the childminder can support them effectively. Parents speak highly of the childminder. They appreciate her advice, which is offered when needed. They comment on the range of activities and learning opportunities that are planned for their children and the good progress their children have made. n The childminder helps children to develop their mathematical knowledge. She encourages them to count, talk about shapes, match and start to recognise numbers. Children talk about shapes they can find on the jigsaw puzzle and eagerly point out more shapes they recognise as they play. The childminder incorporates mathematical language into children's play effectively. For instance,

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need to do better?

at snack time, the children practise cutting up pieces of strawberries, kiwi and banana. As they place them in the bowl, they count the pieces. n The childminder meets up with other childminders in the area to support children's social skills and interactions and to share knowledge with other professionals. She recognises the importance of developing her own practice. For example, she has recently updated her safeguarding training. However, she has identified the need to carry out further continual professional development to keep herself up to date about all areas of the curriculum, including continuing to challenge and extend the learning of older children, to ensure she continues to provide enhanced learning opportunities for children.

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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 identify and access relevant opportunities for continuous professional development to further enhance the quality of teaching and learning.

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Setting details

Unique reference number 250597 Local authority Suffolk Inspection number 10394503 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 3 Number of children on roll 3 Date of previous inspection 10 September 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Haverhill, Suffolk. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Children communicated with the inspector during the inspection. 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

24 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

24 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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