Lodge, Samantha

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a warm and nurturing environment. Children are happy and enjoy a wonderful relationship with her. They settle quickly and show that they feel safe and ready to learn. Children make choices about what they want to play with and ask confidently for the toys that they want to use. They engage well in self-chosen activities and are motivated to learn. When building a tower using blocks, children challenge themselves to make it as tall as possible. They concentrate and enjoy watching the tower getting taller. Children are excited to share their finished creation with the childminder.

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The provision is good

Children develop good independence skills. They put on their own shoes, feed themselves and follow hygiene practices, such as going to the toilet by themselves and washing their hands. Clear routines are in place so children know what to expect. Children are encouraged to follow these routines and are praised for doing so. They listen and respond to instructions given by the childminder. As a result, children behave very well. For instance, when asked to tidy up before going outside to play, they all help to put their things away before going to get their shoes.

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The provision is good

Children are well cared for. The childminder is quick to recognise when they need a sleep or need changing. Children look to her for a cuddle and reassurance when they are tired. They benefit from the childminder's calm, sensitive approach. For instance, she intervenes gently when reminding children to share resources.

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need to do better?

n The childminder promotes communication and language well. She gives children time to talk and develop their conversational skills. They enjoy chatting to each other and the childminder. The childminder carefully models language and emphasises key words through her interactions. Children show an interest in books. They are eager for the childminder to share stories with them. Older children join in with the words, while younger children learn how to handle the books carefully. All children enjoy the closeness and cuddles with the childminder that story time brings. n Children have good large physical skills and are given plenty of opportunity to develop these further. When playing outside, children practise jumping and hopping by playing hopscotch. They enjoy playing with the football and are encouraged to practise kicking the ball to score a goal. The childminder reminds children to use the steps safely to move between a higher and lower level of the

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need to do better?

garden. Children have access to outdoor space daily. The childminder also helps to promote healthy lifestyles. Children choose their own fruit for a snack and are provided with healthy meals. She encourages them to try new snacks, including vegetables.

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need to do better?

25 March 2022 n The childminder has a secure knowledge of the children's interests. She knows the children well and continually assesses their development. The childminder uses her knowledge of the children to provide activities across all areas of learning. For example, children practise their physical skills through a drawing activity, which they enjoy. Older children draw with good pencil control, producing detailed pictures. Younger children explore and begin to make marks on the paper. Although the childminder follows children's interests, she does not always implement planned activities well enough. Children's next steps in learning are therefore not always fully supported. n Child have developed good relationships with each other. Older children enjoy each other's company, choosing to sit to together and talk while having their snack. Younger children are keen to watch and copy their friends. The

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need to do better?

childminder sensitively helps children to manage their feelings and encourages the sharing of resources. However, she does not always promote cooperative play in order to fully support children to build on and strengthen their growing relationships. n Relationships with parents and carers are strong. The childminder obtains key information about the children when they start in the setting. Parents are happy with the care that the childminder provides and say, 'I couldn't have picked anyone better, my child loves going'. The childminder speaks to parents daily about their child's progress. They agreed that communication was good and that their children are well looked after. The childminder meets the individual care needs of the children and supports with routines from home. For example, she helps parents with potty training and weaning. Although some of the children in her care attend other early years settings, the childminder does not always work

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need to do better?

closely with these other providers. As a result, she does not fully support continuity in children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to keep children safe. She attends regular training and fully understands how to identify the signs that a child's welfare may be at risk. She confidently knows how to pass on any concerns and the local services in place to seek advice if needed. The childminder ensures her home is a safe environment for children and any risks are minimised. She closely supervises children and teaches them how to keep themselves safe. For example, they learn how to walk up and down steps safely and how to cross roads when on outings. The childminder keeps thorough records of any medication or first aid that she administers to children.

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should:

25 March 2022 n always fully consider children's next steps when implementing activities so that they are supported to make the best possible progress n establish effective partnerships with other early years settings to further support continuity in children's learning n support children more effectively to engage in cooperative play and to strengthen their developing relationships with other children.

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Setting details

Unique reference number EY563152 Local authority Kirklees Inspection number 10191462 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and is situated in Golcar, West Yorkshire. She operates from 7.30am to 5.30pm Monday to Friday, all year around, with the exception of bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder has 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. n The inspector observed activities and the childminder's interactions with the children. n The childminder and children spoke with the inspector at appropriates time throughout the inspection. n Documentation was sampled by the inspector, including suitability records and first-aid certificates. n The inspector spoke to parents and read written feedback, taking their views into consideration.

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Inspection activities

25 March 2022 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

25 March 2022 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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