Szpur, Katherine Wendy

Overall effectiveness Outstanding

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

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The provision is outstanding

Children make exceptional progress. The childminder knows the individual needs of each child and plans an environment that reflects this. She skilfully adapts her communication to suit the needs of individual children, using sign language and pictures to help children understand what will happen next. Children show great pride as they achieve simple tasks by themselves. For example, older children are supported in finding the toilet and washing their hands. Even the youngest are encouraged to do things for themselves. For instance, the childminder gently guides babies to tip a cup to drink and use small hand movements to feed themselves and reach for desired items. Children show they are happy, feel safe and secure, are confident and have excellent self-esteem.

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The provision is outstanding

The childminder has extremely high expectations of children's behaviour. She makes sure any assistants also understand these so that children benefit from a highly consistent approach. The childminder teaches children safety rules, such as the 'think safe' approach. This encourages children to assess situations and avoid unsafe actions. Children's behaviour is exemplary. The childminder is passionate about fostering a sense of belonging and community. For example, children eagerly choose daily chores, like 'snack helper' or 'pet helper', and proudly remind the childminder when it is time to carry out their role. This promotes responsibility and helps children thrive in the calm, nurturing environment.

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need to do better?

n The curriculum is highly effective and seamlessly embedded by the childminder. She has a deep understanding of how children learn. For example, visual aids are used to help children grasp the concept of the number five. Younger children enjoy counting seeds, while older children are challenged to work out how many more are needed to make five, which introduces early addition skills. n The childminder knows the children exceptionally well and uses this knowledge to plan purposeful activities that support each child's next steps. For example, after noticing children's interest in reflections, the childminder provides mirrors. Children explore their images with curiosity, looking behind and upside down. She extends this learning by introducing a larger mirror, allowing children to view themselves from different perspectives. These spontaneous extensions of children's ideas help them progress beyond what they already know and can do.

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need to do better?

n The childminder uses highly effective strategies to teach children about democracy, encouraging them to make choices and express preferences. For example, children vote on whether to play outside or continue building with bricks. The childminder encourages her assistants to actively listen to each child's needs. At snack time, babies are offered choices, and their excited facial expressions and body movements guide the response. These practices help

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need to do better?

13 May 2025 children develop a sense of fairness and learn to value others' opinions. n The childminder supports children's communication and language development to an exceptionally high standard. For example, they use repeated signs like 'more' and 'please' with babies, who respond with smiles and babbling sounds such as 'm-m-m' to communicate. The childminder skilfully extends older children's vocabulary through play, with the introduction of words like 'factory' and 'sea urchin'. The childminder ensures that her assistants ask open-ended questions, such as 'how' and 'why', to encourage deeper thinking. For instance, they ask children to think about why an avocado has only one seed. Children develop a rich vocabulary and excellent communication skills. n Children develop a detailed understanding of healthy lifestyles. The childminder is passionate about teaching children where food comes from and what keeps us

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need to do better?

healthy. For example, during snack time, they discuss the seeds in apples and extend this to seeds in other fruits like bananas and avocados. Children are amazed to learn that bananas have seeds and enjoy exploring why. Additionally, the childminder has introduced a 'healthy lifestyles' programme for children to share with parents at home, offering monthly rewards for activities such as a 'mile walk' or 'chill with your child'. These experiences help children make healthy choices for life. n Children enjoy a wealth of opportunities to develop their social skills and learn about others. The childminder demonstrates outstanding dedication to teaching children to have compassion for others. For instance, older children are encouraged to help support younger peers by retrieving babies' teething rings or helping get them toys. This nurtures respect and helps build strong friendships. n The childminder quickly identifies when children need extra support, including

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need to do better?

those with special educational needs and/or disabilities (SEND). She is dedicated to meeting each child's unique needs by making appropriate adjustments. For example, she recognises when children need help regulating their emotions and provides safe spaces for them to retreat if needed. She also uses calming cues, such as a thumbs-down on her chest, to help children self-regulate. These strategies are highly effective, and children make exceptional progress. n The childminder regularly evaluates her practice and actively seeks feedback from children and other professionals, including 'stronger practice' mentors, to enhance her already outstanding provision. She places a high priority on continuous professional development for both herself and her assistants. She carefully selects training opportunities that align with children's current interests and needs. For example, her assistants recently completed training to deepen

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need to do better?

their understanding of how babies learn. They now apply this knowledge skilfully to support children's learning and help them achieve the best possible outcomes.

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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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Setting details

Unique reference number 105501 Local authority Slough Inspection number 10388656 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 12 Number of children on roll 7 Date of previous inspection 22 July 2019

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Information about this early years setting

The childminder registered in 2001. She lives in Cippenham near Slough, Berkshire. The childminder has a level 3 childcare qualification. She provides care for most of the year, from Monday to Thursday between 7.30am and 6pm and on Friday from 7.30am to 4.30pm. She holds an early years qualification at level 3 and works with two assistants. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder and her assistants spoke to the inspector about the children's learning and development, with a particular focus on mathematics, communication and language. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and her assistants spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between the childminder, her assistants 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

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

13 May 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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