Turton, Sarah Jane

Turton, Sarah Jane

Unique reference number (URN): EY286303 Address: 25 Watney Road, London, SW14 7RA Type: Childminder Registered with Ofsted: 03/06/2004 Registers: EYR, CCR, VCR Registered person: Turton, Sarah Jane

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children are consistently making excellent progress across the areas of learning. They are ready for the next stage in their learning journey. This is because of the life skills they are skilfully taught. For example, they put clothing and shoes on independently. Children progress well, particularly in their communication and language development. They benefit fully from a language-rich environment.

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Achievement Strong standard

Children are motivated in their play and enjoy the extensive range of carefully considered activities on offer to them. They develop their mathematical ideas in the cornflour sensory play, noticing how it mixes and falls off their fingers. Children quickly acquire knowledge and skills as they excitedly engage and explore in first-hand experiences. They find out more about the world they live in, for example, as they visit the zoo and local wetland areas.

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Achievement Strong standard

Children with special educational needs and/or disabilities receive focused support. Their next steps are precisely tailored to their needs, which has a significant positive impact on their progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that there is a positive environment for the children to play in. She has high expectations of children. As a result, children behave well and understand the simple rules of the setting. Parents comment on how well the childminder supports the children in developing respectful behaviour, such as good manners and independence. This encourages children's good behaviour at home and in the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children are encouraged to play alongside and with each other depending on their stage of development and the activity. This was particularly evident during an activity where children worked together to design and mix their chosen 'potions', choosing from and sharing a vast array of ingredients. The childminder adapts her teaching expertly and models ways the children could share and collaborate. She expertly helps children extend their learning further as she asks stimulating questions.

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Behaviour, attitudes and establishing routines Strong standard

Children have well-developed established routines, which helps them know what comes next. This enables children to feel safe and secure. The childminder provides a calm environment. She encourages children to explore and connect with nature in the outdoor space. Children enjoy spending time at the setting. The childminder has a strong relationship with the children in her care, and she models respectful behaviour and creates a culture of kindness.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of good attendance. She follows her policy to monitor absence and punctuality. The childminder works closely in partnership with parents. Children's attendance at the setting is consistent. They benefit from secure routines and consistent access to learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder has a highly impressive knowledge of children's individual needs, including those with special educational needs and/or disabilities. She has thoughtfully adapted her environment to fully support children's individual needs and ensure that they have full access to the learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder helps children settle quickly and forms secure and respectful relationships with them. This aids a smooth transition from home to the setting and helps children feel safe and secure in her nurturing care. The childminder supports children in identifying and expressing their emotions appropriately. She encourages children to discuss how they are feeling and introduces them to the words to describe their feelings. The childminder praises children often to support and encourage them in their efforts. Children respond positively to this praise.

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Children's welfare and wellbeing Strong standard

Children confidently manage their personal hygiene independently. This is because the childminder teaches them through consistent daily routines. For example, children wash their hands before eating and before they cut up the fruit they have for a snack. Children benefit from various healthy fruits at snack time, which they prepare themselves. This promotes a healthy lifestyle and helps children build skills for life. Mealtimes are sociable and used as opportunities for children to enjoy stories together.

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Curriculum and teaching Strong standard

The childminder embeds a clear and ambitious curriculum that fully supports children in making excellent progress in all areas of learning. She sharply focuses her teaching on ensuring children's social and emotional development, communication and language skills, and physical health. The childminder carefully considers the environment and the activities she offers to consistently extend children's development. For example, she encourages children to reach for cardboard minibeasts hanging off the washing line so that they can then paint them.

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Curriculum and teaching Strong standard

The childminder ensures that children's communication and language are well developed. She models speech and introduces children to new words to describe experiences. For example, when the children notice what happens when cars roll down a ramp, she uses the words 'fast' and 'slow'. Children look at books independently and enjoy listening to stories. They listen attentively and join in with key phrases.

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Curriculum and teaching Strong standard

Parents comment on the inspiring experiences the childminder plans for children. Children relish opportunities to go to the zoo, the aquarium, the wetland centre and many other outdoor experiences. This allows children to gain an understanding of the world around them. The outdoor activities on offer thoughtfully support children's physical development. Children develop their large- and small-muscle skills as they enjoy exploring in the outside space. The childminder ensures that all children have open access to the outdoor space every day. Mathematics development is fostered throughout the play, with number recognition and mathematical vocabulary used often.

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Inclusion Strong standard

The childminder demonstrates a clear and highly reflective understanding of each child's individual needs. There is a truly child-centred approach in this setting, where the needs of every child, including those with special educational needs and/or disabilities, are promptly and accurately identified. The childminder expertly monitors ongoing progress and thoughtfully makes adaptations to ensure that she always meets children's needs. For example, she tailors the equipment and furniture to ensure that they are suitable for the children in her care. This helps remove any physical barriers to learning. The childminder works closely and effectively with a range of other professionals and families. She seeks additional resources from the local children's centre and liaises with families to support children who speak English as an additional language.

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Inclusion Strong standard

Currently, the childminder does not receive any early years pupil premium funding for children in her care. She has a clear and reflective understanding of how to best use any funding to support the children in her care. She makes decisions with the best interests of all children in mind. This helps all children feel valued, included, and supported so they can achieve their potential in a safe and nurturing environment.

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Leadership and governance Strong standard

The childminder has strong reflective practices in place, which includes linking with another local childminder in the area. This networking helps her reflect on her provision and build on her skills. As a result, the childminder is able to consistently meet the varying needs of the children in her care and ensure the continual enhancement of the setting.

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Leadership and governance Strong standard

The childminder has strong and effective relationships with children's families. Parents and carers speak very highly of the childminder. She provides them with information about the setting and keeps them informed about their children's learning, including their next steps. She gives them information about a range of subjects and the support that is available to them locally. This nurtures supportive partnerships between the childminder and families and encourages children's learning and development at home.

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Leadership and governance Strong standard

The childminder is aware of her workload and takes positive steps to look after her wellbeing. She keenly and consistently participates in professional learning opportunities, which helps to enhance her knowledge and understanding. For example, the childminder has recently accessed training about oral health and healthy teeth. In addition, she has attended focused training on how to support children with special educational needs and/or disabilities effectively. The childminder has used what she has learned to enhance her practice.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy attending this safe and welcoming childminding setting. They are encouraged to participate in new experiences, and they grow in confidence and in independence. Children form strong relationships with the childminder, who provides emotional support for the children in her care because she is kind and caring. The childminder encourages children's consistently positive behaviour, which parents comment is a strength of the setting. The childminder specifically plans a range of activities for the children to play alongside and with each other. For example, children work together to give the toy dinosaurs

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Inspector:

Toby Hammond a wash. This promotes social skills and cooperation as they share the resources and take turns.

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Inspector:

Children with special educational needs and/or disabilities receive tailored high-quality support so that they can access the well-sequenced curriculum on offer. The childminder makes adaptations quickly to the learning environment to fully meet the needs of all children.

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Inspector:

The childminder delivers a fully embedded creative and well-structured curriculum across all areas of learning. She gives children many opportunities, which they may not normally have. This includes a garden to play in every day and trips to the zoo, aquarium and wetland centre. All children enjoy experiencing the outdoor play space, enhancing their physical development and health. The childminder extends these experiences by providing follow-up activities in the setting to further enhance learning. She successfully follows children's interests, which promotes positive engagement because the children are inspired by their experiences.

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Inspector:

The childminder ensures that effective routines are in place. This helps all children feel secure and valued. For example, children know what is happening next during the day, which helps them understand transitions from one activity to another.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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