Lilford, Samantha Joan

Lilford, Samantha Joan

Unique reference number (URN): EY550725 Address: 14 Wentworth Close, Beverley, HU17 8XB Type: Childminder Registered with Ofsted: 06/09/2017 Registers: EYR, CCR, VCR Registered person: Lilford, Samantha Joan

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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

Children are exceptionally well prepared for the transition between different stages of their education, including starting school. They develop strong knowledge and skills across all 7 areas of learning. They are confident to show what they have learned regularly highlighting this to the childminder. All children achieve very well and thrive in this setting. They are extremely well prepared for their next stage of learning. Children make high levels of progress from their starting points in a short space of time. Parents notice this and comment on how well their children achieve, particularly within communication and language. Young children are learning to link spoken words and build more complex sentences. This is because the childminder consistently introduces and models new or emerging language at the right time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a caring environment where children fully understand the expectations of behaviour and are highly familiar and confident with the routines of the day. Routines are used strategically to impact children's learning. They are differentiated effectively to support the various ages and level of development in the setting. Children respond well when given choices at snack. They play an active role in cutting up fruit and the childminder supports and corrects very sensitively and accurately.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate high levels of kindness and respect for their friends. They are taught carefully about the importance of sharing, collaboration, and to reflect on how their actions influence how others feel. As such, children are calm and focused on learning throughout their time in the setting. They have very positive attitudes to learning, eagerly participating in activities and accessing learning opportunities independently. The childminder has built trusting relationships with children and their families. Parents and carers understand the high expectations the childminder has for their children's punctuality and attendance. They recognise the importance of routines for their children and how this positively impacts their learning.

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Children's welfare and wellbeing Strong standard

The childminder forms very positive working relationships with families and secure attachments with children. Children's mental and physical wellbeing is given the highest priority in the setting. Babies and children are secure in their knowledge they will be cared for and confident to go to the childminder for support. The childminder identifies those that face barriers to learning or wellbeing quickly and accurately. Where necessary, the childminder acts quickly to implement highly detailed, bespoke support which is unique to the needs of the children and the individual circumstances of the families. This approach is fully embedded across all areas of the provision and is consistently producing positive outcomes for children and their families. Parents are unanimous in their praise of the childminder and the highly impactful, additional support they receive to promote their children's welfare and wellbeing.

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Children's welfare and wellbeing Strong standard

All care practices meet children's individual needs consistently and effectively. There are robust procedures in place to ensure that the setting is safe and secure. Children's mealtimes are rigorously monitored and used as meaningful learning opportunities. Safe supervision to monitor sleeping babies is in place. Children are taught explicitly how to manage their physical and emotional health from a young age. Practices around handwashing and healthy eating are fully embedded to support children to be increasingly independent and secure in their self-care and development.

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Curriculum and teaching Strong standard

The childminder delivers a strong curriculum, which consistently engages children and extends their learning. The curriculum is carefully designed to be precisely targeted to each child and is highly ambitious for all. The childminder understands the children very well and uses accurate, ongoing assessments to inform their learning and individual next steps. She engages purposefully with children and acts quickly to spot learning opportunities. The childminder utilises a range of teaching strategies which are adapted to each child based on her knowledge of the child. For example, adapting her language to support children's understanding.

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Curriculum and teaching Strong standard

The childminder has a very clear focus on communication and language, physical development and personal, social and emotional development. The childminder makes excellent use of an extensive range of visits to museums, and local nature reserves to broaden children's physical development and provide them with new experiences. She carefully adapts activities to meet the varying needs and ages of the children. Activities are planned meticulously to support children's learning and development, with clear focus and accuracy. The childminder is also flexible to adapt to children's emerging thinking and curiosity. This ensures children experience meaningful interactions to support their learning. The curriculum is designed concisely to reinforce new ideas and concepts regularly. For example, mathematical language is introduced outside for older children and then revisited during snack time to help consolidate and reinforce children's understanding.

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Inclusion Strong standard

The childminder demonstrates an excellent understanding of how to support all children in her setting. While she currently does not have any children with special educational needs and/or disabilities on roll, she rigorously monitors children's development and progress to identify any emerging needs quickly and put appropriate support in place. This enables all children to thrive and achieve their full potential. The childminder has effective processes in place to ensure additional funding is used to support children's individual learning needs. The childminder is committed to improving her knowledge. Recently accessing specialist training and liaising effectively with other professionals and the local authority to improve her practice.

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Inclusion Strong standard

The childminder establishes secure relationships with parents and carers. She forms effective working partnerships with families to continuously gather and share information. This helps to identify any barriers to learning which children may face. The childminder acts quickly to implement any additional support that may be required. For example, providing detailed, ongoing advice and guidance around weening and toilet training.

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Leadership and governance Strong standard

The childminder has excellent self-reflection. This means all aspects of the provision are continually improving. She accurately evaluates her practice to support her continuous professional development. The childminder develops her knowledge of early years education through regularly linking up with other professionals and undertaking relevant training. For example, she has recently worked closely with outside agencies to strengthen her commitment to supporting children with special educational needs and/or disabilities. She monitors the effectiveness of her provision and the impact it has on children and families.

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Leadership and governance Strong standard

The childminder works closely with families to gain useful feedback on her provision. Additionally, she works well with other professionals and agencies to understand best practice. She methodically reviews her provision to identify current strengths and areas where she feels children would benefit from improvements being made. When she identifies areas for improvement, she acts swiftly to adapt to the needs of the children. For example, recently introducing an allotment to help broaden children's experiences of the natural world. She takes decisions with the children's best interests in mind, including how to best support children with identified barriers to 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 bounce into the setting, full of excitement to play and learn. The childminder provides a warm and stimulating environment in which children are thriving. Children experience a range of activities in the well-considered learning environment. They enjoy being creative, drawing with crayons and making clouds. Children talk enthusiastically about what they are drawing, invite others to look at their artwork, and share their knowledge of the weather. All children are included in singing songs and looking at stories. They have opportunities to revisit their learning and show their knowledge of familiar books. A love of learning is further encouraged by regular trips to the local library. This helps broaden children's experiences and engage them in their learning.

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

The childminder provides a range of experience to enrich children's learning. Children recently enjoyed trips to the local transport museum to help deepen their understanding and engage in their interests. Additionally, trips to the local nature reserve help children understand their place in the world as part of nature. The childminder provides unique, meaningful and authentic experiences for children to learn about the natural world. For example, recently introducing a local allotment which the children have helped to maintain and develop. The childminder provides an inclusive and welcoming setting, in which children have a strong sense of belonging. She successfully adapts her provision and works exceptionally well with parents to reduce any possible barriers to learning. Parents describe the significant impact the childminder has had on their children and families.

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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

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Address:

Registered person: Lilford, Samantha Joan

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Address:

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. experiences of disadvantaged children, 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, parents and the 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. This data is from 30 January 2026

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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. 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

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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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