Webb, Zsuzsanna Andrea

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 form secure attachments with the encouraging childminder and her assistant. They are happy and settled. Younger children sit on the childminder's knee as she involves them in games, demonstrating that they feel safe and secure. Children know the routines and boundaries and are confident to explore the environment. They independently choose what they want to play with from the wide range of resources that are available to them. Children display high levels of concentration as they explore the resources on offer.

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The provision is good

All children make progress in their learning and development. The childminder designs her curriculum to build on what children already know, their interests and their personal experiences. She uses this information in her planning, which helps children to develop the skills needed for future learning, such as the move to school.

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The provision is good

The childminder has high expectations for children's behaviour. She teaches children to be polite and play productively together. For instance, when children are playing a pairs game, she talks to them about sharing and taking turns. The childminder and her assistant supervise the children closely to support them to learn to be kind and considerate to their friends. As a result, children behave well.

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need to do better?

n The childminder promotes children's language skills well. She joins in play and uses positive language and tone of voice when speaking, to show that she is interested. The childminder talks to children about what they are doing and asks questions to help them think about their play and remember previous experiences. For instance, children excitedly discuss their presents and the chocolate cake they enjoyed for their birthday. n The childminder reflects on the activities that she offers to the children. For example, she rotates resources for the children, to captivate their interest and keep them engaged. However, the childminder does not consider how to plan the curriculum more precisely for younger children to extend their learning even further. n The childminder has a wide range of books in her home, which children can access independently. This supports children's literacy skills. Additionally, she

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need to do better?

takes children on visits to the library, further developing their love of books. The childminder encourages children to develop their early writing skills. For example, they learn to write their names in preparation for school. Children develop control of the small muscles in their hands and demonstrate good concentration. n The childminder attends training, such as safeguarding and paediatric first aid,

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need to do better?

22 August 2024 to help refresh her knowledge of how to keep children safe. However, although the childminder attends mandatory training, they do not fully engage with other professional development opportunities to further strengthen their teaching practice and build and develop their knowledge further. n The childminder teaches children good health and hygiene routines. For instance, they learn the importance of washing their hands before meals. The childminder provides children with nutritious, home-made meals and snacks. Children benefit from a good range of opportunities to develop their physical skills. For example, they go out to parks and enjoy outings in the local community. This also helps children to experience the wider world and develop their social skills. n Children benefit from good opportunities to build on their independence. The childminder recognises the benefits of children learning to manage age-

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need to do better?

appropriate tasks, and she supports this well. For instance, children learn to put on their own coats and shoes. Older children manage their own self-care. The childminder encourages and praises children and they take pride in their growing independence. n Partnerships with parents are good. The childminder speaks with parents daily and shares monthly updates about their children's learning and development through online communication. This helps parents to support and extend their children's learning at home. Feedback from parents is positive. They are happy with the progress their children have made since starting at the setting. They comment on how the childminder understands their children's individual needs and keeps them safe.

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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 focus the planning of the curriculum more precisely to target support and help younger children to make even better progress in their learning n make better use of professional development opportunities to further enhance knowledge and develop teaching skills.

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Setting details

Unique reference number EY399029 Local authority Buckinghamshire Inspection number 10355414 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 16 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Seer Green, Beaconsfield, Buckinghamshire. The childminder operates her childminding provision from Monday to Friday, 7.30am to 6pm. Occasionally, she works with an assistant, who is her husband. The childminder offers free early education for children aged two, three and four years. She holds an appropriate childcare qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provision. n The childminder and the inspector completed a learning walk together around the areas of the childminder's home used for childminding. n The inspector talked to the childminder at convenient times during the inspection to discuss her practice. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living in the premises. n The inspector and childminder discussed an activity and talked about how it supported children's learning. n The inspector observed the quality of teaching during activities indoors and assessed the impact this had on children's learning. n During the inspection, the inspector spoke to the childminder's assistant and

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Inspection activities

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

22 August 2024 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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