Lodge, Elizabeth Sarah

Childminder

Unique reference number (URN): 2816134 Registered with Ofsted: 04/02/2025 Registers: EYR, CCR

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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 Expected standard

Children have the skills ready for going to school supported by the childminder's understanding of child development and the individualised curriculum. Children acquire independence skills to help them manage their own self-care. They learn how to converse and interact with others, developing their socialisation abilities. Children are motivated, developing a love of learning facilitated by interesting experiences. They are supported by the childminder using guidance and encouragement to make steady progress in their development across all areas of the curriculum.

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Achievement Expected standard

Children's physical skills are supported through a range of activities that promotes their development, such as running and moving confidently in their environment. They strengthen their fine motor skills through feeding themselves and using hand-eye coordination with stacking toys and dough manipulation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that children are settled and understand the routine of the day. For example, they know they wear aprons before eating, and they wash their hands. The predictability of these daily practices supports children's understanding and helps to build their confidence and feelings of security. Although children are young, they demonstrate typical levels of engagement and interest. They are confident to explore the setting and the accessible resources. Children are keen to engage in activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's understanding of the expected behaviours in the setting. She encourages children to share, be kind and offers praise in response to children's accomplishments. The childminder encourages children to try and develop their independence through small tasks, such as wiping their hands. The childminder acts as a positive role model for children. She is kind and caring in her interactions and encourages cooperative behaviour. Children mirror these actions, for example, as they give a child a blanket as they get ready to sleep. These warm and trusting interactions enable children to feel secure and confident to learn.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and routines are generally monitored to ensure that children benefit from consistent care and learning.

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Children's welfare and wellbeing Expected standard

The childminder forms solid bonds with the children and their families. Children are very happy, settled and content in her care. The childminder generally strives to meet children's care needs and gathers pertinent information prior to children starting with her. This ensures that she can meet any health or dietary needs, and any adaptations can be made as necessary.

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Children's welfare and wellbeing Expected standard

The childminder ensures that the setting is safe and secure and appropriately assesses risks in the premises. Children have daily access to an outdoor area where their development is promoted, taking into account the need to rest. The childminder ensures that children's familiar home routines are followed. She is attuned to recognising when they need sleep or are hungry. The childminder understands how to keep children safe during their sleep periods. She follows individual dietary needs and feeding instructions from parents.

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Children's welfare and wellbeing Expected standard

The childminder talks to children about what they are eating and ensures that they are appropriately seated to eat. Daily outdoor activities and healthy routines, such as handwashing and tidying up, contribute to understanding regarding healthy habits. However, the childminder has not fully considered how she might promote good oral hygiene in the setting.

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Curriculum and teaching Expected standard

The childminder provides a curriculum following children's interests. She is familiar with children's individual learning needs and the next steps in their learning. The childminder provides a range of activities and experiences across all areas of learning to promote children's development. Regular assessment based on the childminder's observations enable her to know what children can do and inform her teaching. She adapts activities as required. Generally, children are making typical progress from their starting points and teaching is effective.

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Curriculum and teaching Expected standard

Children's communication and language are promoted through ongoing narrative and explanations. Single word vocabulary is built on using fuller sentences and encouraging repetition. The childminder understands the impact of the use of dummies on children's developing language and limits their use to sleep times where possible. Literacy is embedded across activities, fostering a love of books. Children's mathematical development is promoted through counting during daily routines, the use of rhymes and the exploration of shapes and size. For example, children explore a range of shapes in puzzle and sorting games.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through a range of indoor and outdoor experiences. Younger children are encouraged to develop their walking skills using push along toys, eventually progressing to riding on them.

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Inclusion Expected standard

Through regular assessment, the childminder is able to identify any concerns about children's progress and address any gaps in their development. She understands the need to work with parents and other professionals to support children and ensure that they can reach their full potential. She is familiar with the processes to follow should she have concerns about any emerging needs of the children. This knowledge would allow her to access the appropriate support and interventions for children.

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Inclusion Expected standard

The childminder understands the things that may create a barrier to children's learning. The childminder meets the individual needs of children taking into account any additional support they may require. She ensures that the activities provided are accessible to all children. The childminder understands how to use additional funding to fully support children's individual needs through a varied curriculum. The childminder knows the children and their families well. She provides regular updates, so parents are aware of the next steps she is working on with their child. This enables them to support children's learning at home contributing to a positive impact on children's overall development.

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Leadership and governance Expected standard

The childminder has reflected on her provision. She acknowledges the strengths she has regarding her child development understanding. She provides consistent routines and a caring environment, establishing a firm basis for children's wellbeing, learning and development. However, the childminder has not yet developed a culture of reflection to create a more detailed and accurate evaluation of the setting's areas for development to further benefit children.

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Leadership and governance Expected standard

The childminder has undertaken some training since her registering and is keen to continue her professional development. However, she has not fully accessed professional development opportunities to further her teaching skills.

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Leadership and governance Expected standard

The childminder engages with parents positively and has developed partnerships to contribute to children's ongoing learning and development. However, she has not considered how she might seek feedback regularly from others to contribute to her self- reflections and overall evaluation of the provision.

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

Children are extremely happy and settled in this childminder's care. They are eager to explore the home-from-home environment and the range of interesting and stimulating resources she provides. Essential information gathered about the children and their home routines enables the childminder to adopt successful settling-in arrangements. Consequently, children are assured, relaxed and ready to engage in learning leading to typical levels of achievement. They make steady progress from their starting points, and the childminder is aware of the importance of regular attendance. Embedded routines support the children to develop their independence and wellbeing. They know they need help to blow their noses and wash their hands, and the childminder adapts her support for children depending on their level of need. The childminder ensures that any barriers to children's learning are worked with to ensure that all children have access to a full and varied

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

Children learn how to interact with others and form relationships. They sit together learning to take turns and share the resources as they make pretend cups of tea. They actively participate in this role play using high levels of engagement. Children demonstrate acts of kindness and join in together tidying toys away to promote a safe environment. They celebrate their achievements in response to the childminder's praise.

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

Children enjoy time away from the setting on community walks and visits to the local parks. The childminder extends her curriculum and children's learning about the community and the wider world, while further developing their communication and physical development skills. Children talk about what they can see, who they might meet and have opportunities to run in open spaces and develop their mobility skills. Children's creativity is encouraged through a love of musical instruments and singing.

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Next steps

The childminder should target her professional development training to meet her needs more precisely to help children to excel in their learning and development and continue to focus on her improvement. The childminder should review the provision as a whole with more detailed reflection and precise evaluation to consistently focus on improvement, taking into account feedback from others. The childminder should consider other ways to promote oral hygiene in the setting and contribute to children's understanding further.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this setting

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

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About this setting

Local authority: Kingston Upon Hull City Council

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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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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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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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