Turton, Samantha Margaret

Turton, Samantha Margaret

Unique reference number (URN): 2784574 Address: 35 Oaken Wood Road, Rotherham, S61 2UP Type: Childminder Registered with Ofsted: 05/07/2024 Registers: EYR, CCR, VCR Registered person: Turton, Samantha Margaret

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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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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of enthusiasm for learning. They follow familiar and consistent routines with ease and understand what happens next. They take pride in their achievements and approach activities with energy and curiosity. Children's attitudes to learning shine. They join in eagerly in activities, explore outdoors with excitement and stay focused in play. They show resilience and confidence in their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder involves children in community projects, such as litter picking. This helps children to connect with the world around them, develop responsibility and make positive changes in their neighbourhood. The childminder creates a culture where children enjoy helping people and they become very considerate to others. They build extremely positive relationships with the childminder, their friends and others in the community. The childminder teaches children about the importance of being on time and works with parents to encourage their consistent attendance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder considers children's ages and understanding when supporting their behaviour, while maintaining her very high expectations. She gives children clear explanations, uses gentle prompts and consistently praises their positive behaviour. Children are very eager to please the childminder and enjoy working together with their friends. For example, they work together to scrape their plates and tidy up after meal times.

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Achievement Expected standard

Children achieve well across all areas of learning. They show extremely positive attitudes and explore with confidence. They are curious, eager learners who stay busy at play. They enjoy talking, singing and sharing ideas. They show a keen interest in books and build early literacy skills through plenty of songs, stories and rhymes.

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Achievement Expected standard

Children develop early maths as they count steps, match cars to a numbered parking space and measure worms outdoors. They learn about the world during frequent outings, where they enjoy taking their 'adventure bags' to explore the natural world. They build physical strength and coordination through outdoor play and the use of a wide range of tools and equipment.

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Achievement Expected standard

Children become increasingly independent and are keen to manage tasks for themselves. For example, they peel fruit, dress themselves for outdoors and wash their hands with confidence. They build friendships and learn to work alongside others. They are well prepared for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's welfare and wellbeing and supports every child with warmth and consistency. Relationships are strong and children feel secure and valued. The childminder supports children's individual needs very well. Consistent routines, warm interactions and a calm environment help children to feel understood, valued and ready to learn. Children are extremely happy and settled in the childminder's care. While the childminder responds warmly when children express emotions, she does not always take time to talk about what their feeling means. When children talk about feelings, such as 'happy' or 'scared', the moment sometimes passes without deeper discussion. The support for children to describe and manage their feelings is therefore, at times, limited.

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Children's welfare and wellbeing Expected standard

The childminder promotes independence consistently. Children manage tasks capably and confidently. They follow hygiene routines and take care of their own belongings. Mealtimes are relaxed, social occasions. The childminder plan's meals meticulously to ensure that children benefit from a healthy and balanced diet. Children are keen to make healthy choices because they know which foods are good for their bodies. Plenty of outdoor play supports children's physical development well. They run, climb and ride bikes, building strength and coordination.

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Children's welfare and wellbeing Expected standard

The childminder plans her well-organised routines around children's individual needs, which helps to keep them safe and at ease. Children develop an excellent understanding of ways to keep themselves safe. For example, they identify the sharp edge on the child-friendly knives they use to cut their fruit and explain where they need to put their fingers.

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Curriculum and teaching Expected standard

The childminder leads her curriculum with clarity and purpose. She knows what she wants children to learn over time and identifies what they need to learn next. Regular and accurate assessments shape her teaching. Play opportunities are carefully planned so that children build broad knowledge across all areas of learning. The curriculum is inclusive and flexible. The childminder adapts her teaching to meet children's different abilities, learning styles and preferences. For example, when children need movement, she switches to music, dancing or outdoor play so that they stay engaged.

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Curriculum and teaching Expected standard

The childminder encourages children to try out their own ideas and values how children learn through exploring and creating in their own way. She uses themes for books, activities and outings to help children to make links in their learning. She supports children to remember and revisit their learning to help to reinforce new skills and knowledge.

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Curriculum and teaching Expected standard

Teaching is warm, lively and responsive. The childminder models new skills and narrates play so that children hear language that supports thinking. She uses 'story baskets', commentary, prompts and practical experiences to help children remember new words and build their understanding. At times, children do not always hear clear and precise vocabulary during teaching. The childminder sometimes shortens or simplifies words and occasionally does not model precise pronunciation. This limits how well children hear accurate language that supports their confident speaking and early literacy skills.

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Inclusion Expected standard

The childminder identifies and meets children's needs with care and precision. She notices when children need more support and adapts her teaching so that they can take part fully. She understands how family circumstances can affect confidence and learning and considers this sensitively when planning activities. She seeks training linked to children's needs, including special educational needs and/or disabilities, and uses this knowledge to shape her practice.

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Inclusion Expected standard

Children with emerging needs are included in all aspects of the day. The childminder uses commentary, modelling and visual prompts to support communication. She provides resources that reflect diversity so children see themselves and others in their play and activities. She works with parents to share information about progress, next steps and support strategies. She understands how early help pathways can support children known to social care.

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Inclusion Expected standard

Children learn alongside their friends and take part in group experiences such as rhyme time, local visits and time with other childminders. These opportunities help them to build friendships and confidence in wider groups. Some children take part in experiences they might not otherwise have the opportunity for.

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Leadership and governance Expected standard

The childminder leads her provision with reflection, commitment and care. She understands children's developmental stages and adapts activities when they are not successful. She reflects regularly on her practice. For example, she is working to change some activities and resources to prevent children occasionally becoming overwhelmed by too many choices.

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Leadership and governance Expected standard

The childminder manages her workload well and maintains a calm and organised environment. She is committed to doing her best for the children and invests time in training and reflection. Professional learning is a priority for the childminder. She builds on her own knowledge and skills at every opportunity. This has helped to significantly build her professional understanding since her registration. Her knowledge of how to best support children's early learning, including for children who face barriers to their learning, continues to grow. Her secure understanding of the ways children learn helps to shape her effective and well-sequenced curriculum.

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Leadership and governance Expected standard

Partnerships with parents are very well embedded. The childminder speaks to parents often about their children's progress and summarises their learning clearly. Parents receive detailed information about the curriculum, their children's next steps and information about safety and community events. Parents describe the childminder's passion, energy and care and say she goes 'above and beyond' to maintain high quality provision. The childminder also develops partnerships with other childminders and professionals to share effective practice and strategies. Overall, children benefit from a stable, well-led setting where they feel safe, included and are well prepared for their future learning.

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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 play happily in a setting that feels familiar, warm and calm. They move confidently between activities and show real curiosity in the world around them. Outdoors, they ride bikes, scoop mud, pour water and explore paint on different surfaces. Indoors, they handle books with care and interest and join in with singing and dancing. Children enjoy stories and return to the same books and props across the week. This helps them to remember characters and themes and supports their overall language development well.

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About this setting

Children benefit from teaching that builds on what they already know. They strengthen their hands with water squirters, develop foundations for early writing as they make marks on walls and tables, and explore early maths as they count steps to the sink or match numbered discs outdoors. They learn about healthy eating as they peel fruit, talk about where food comes from and enjoy relaxed mealtimes where they chat with the childminder and their friends.

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About this setting

Children develop close relationships with the childminder that are warm and secure. They show acts of kindness, such as delivering flowers to elderly people in the neighbourhood, and enjoy playing alongside their friends. They feel supported because the childminder knows them well and responds quickly when they need comfort, movement or rest. Families are welcomed through shared celebrations and activities and appreciate regular communication about their children's learning and progress.

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About this setting

Children are very happy and settled in the childminder's care. Routines are very well embedded and children's behaviour is extremely positive. They listen attentively, follow guidance and show great pride in their achievements. They learn safe habits that they practise every day. Children grow and learn in an environment that encourages their independence, curiosity and joy.

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Next steps

The childminder should use clear and precise vocabulary so that children hear accurate words that support their speaking and early literacy more consistently. The childminder should discuss with children what feelings mean to help them to develop the language and understanding they need to describe their emotions with confidence.

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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. Unique reference number (URN): 2784574

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Address:

Registered person: Turton, Samantha Margaret

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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