Turton, Sarah Jane

Inspection report for early years provision

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Unique reference number EY286303 Inspection date 26/01/2010 Inspector Sarah Street

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2004. She lives with her husband and four children aged between eight and 14 years in Mortlake in the London borough of Richmond, close to shops, parks, schools and public transport links. The whole of the childminder’s home is used for childminding, with the exception of two bedrooms.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time. She is currently minding two in the early years age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends several toddler groups on a regular basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Happy children make fast progress in their learning and development as the childminder values and recognises the uniqueness and capabilities of each child. She uses her excellent knowledge of the Early Years Foundation Stage (EYFS) to plan and provide a stimulating range of activities for each child. Highly effective partnerships between the childminder and parents ensures individual children's needs are met and their protection assured. The childminder is highly self- motivated and demonstrates an extremely strong capacity to maintain continuous improvement, including regularly attending courses and seeking the views of parents, children and other professionals. She obviously loves the time she spends with the children and the additional time she spends developing her childcare knowledge.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 consider which area of learning spontaneous activities cover to ensure that each child's active learning can be further supported and developed.

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the early years provision

This experienced childminder has a very professional approach to her role. She has a very clear understanding of when she may have concerns that a child may be at risk from abuse as she regularly attends training. She is fully committed to her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 responsibilities to protect any child. This includes ensuring all parents sign the safeguarding statement, informing them that any concerns will be shared with appropriate agencies. Thorough risk assessments are in place in the home and for the many stimulating outings children participate in. This allows them to move and play safely. Children learn about keeping safe as the childminder explains why they should not talk to strangers and regularly practices the fire evacuation plan. The provision of high quality resources supports children in their learning and development both inside and outside the home. These resources fully reflect the

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the early years provision

children's backgrounds as well as the diversity and differing needs of society. Children have access to a highly welcoming playroom which is bright, attractive and encourages them to play. The many pictures and photographs on display provide children with a very positive self-image and they often point out their pictures with huge enthusiasm.

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the early years provision

The childminder actively evaluates her provision seeking the views of parents, children and other professionals. Her self-evaluation is accurate and demonstrates her commitment to her role. Regular questionnaires are sent to parents and used to enhance the outcomes for children. The childminder is very committed to improving her practice. She enjoys attending training courses to enhance her understanding of children's learning and uses newly acquired knowledge extremely well. For example, following training on creative play, children mix playdough with bubble bath instead of water to see what effect this has. Learning about cultural foods supports children's learning about differences as the childminder takes the children shopping to purchase different foods. They take these home, help prepare them and experience new tastes.

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the early years provision

Highly positive relationships exist with all parents. They are fully informed about the setting as they receive copies of all the policies and procedures and are expected to sign them. A back-up childminder is available in case of any emergency which means the children will be cared for by a known adult should the need arise. Regular newsletters, which are full of photographs, inform parents of the many activities children participate in and enjoy. Parents are involved in their child's learning through the excellent sharing of information and records. They are encouraged to share what they know about their child when they first start to attend, which enables the childminder to ensure children make strong progress while in her care. The childminder is aware of the need to work with others involved with the children and completes a written report for each child when they move on to another setting. All required documentation is in place and this ensures

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and outcomes for children

Children clearly delight in their experiences with this childminder because she provides such interesting activities for them in both her home and garden. They confidently make choices and soon become absorbed in their play and learning. Regular and imaginative outings enable children to meet and play with other children and experience the wider world as they visit toddler groups, farms, parks and the local pond. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The exceptional organisation of the educational programmes reflects rich, varied and imaginative experiences that meet the needs of all the children exceedingly well. The childminder uses her thorough knowledge of each child as well as her observations and assessments when planning for their learning in the EYFS. Observations takes place in the home and when on outings. The childminder considers if the outing has met the needs of the children before deciding if they

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and outcomes for children

will repeat the outing in the future. The planned activities demonstrate that the childminder knows which area of learning she intends to cover. However, she is not quite so confident in identifying the learning areas during a spontaneous activity. Written plans demonstrate that she effectively plans and provides an interesting range of themed activities which cover several areas of learning. For example, when exploring the colour red, children made hats and jelly, ate red foods and played with red construction toys.

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and outcomes for children

The childminder is an extremely good role model. She devotes her time to the children while recognising the need to allow their developing independence. Her calm manner and clear explanations mean that children know what is expected of them. As a result, their behaviour is excellent. Children learn to take responsibility for their own behaviour with the effective use of reward charts. Children have excellent relationships with the childminder who is warm and caring. Children also demonstrate they are aware of other children who are not present. At snack time one of the children comments that a child not present likes the fruit they are eating. Children are regularly praised for their achievements and show their pleasure with smiles.

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and outcomes for children

Children make excellent progress in developing their skills for their future lives. Happy and enthusiastic conversations take place which encourages language acquisition and development. Children choose to look at books, confidently approaching the childminder asking her to read a story. She responds with enthusiasm and they settle together. Stories are also used to teach children about behavioural issues including manners and the need to share. Children regularly count and explore size. They learn about the cultures of others such as during cookery and art activities the children make Jewish pancakes and Chinese dragons.

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and outcomes for children

Children are developing an exceptional understanding of keeping healthy. They all sit with the childminder and plan a healthy menu for the following week which is displayed for parents. The growing of vegetables further helps children's understanding about fresh produce. Daily access to fresh air supports children's good health as they regularly play outside, using umbrellas in the rain, and go on walks. Children learn about reducing the risk of cross infection as they have their own hand towels with their photo displayed. This reminds them which towel they should use. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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