Evans, Leanne Marie

Evans, Leanne Marie

Unique reference number (URN): 2740208 Address: 12 Scythia Close, Wirral, CH62 1HH Type: Childminder Registered with Ofsted: 07/08/2023 Registers: EYR, CCR, VCR Registered person: Evans, Leanne Marie

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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 make good progress from their starting points and develop the knowledge, skills and confidence they need for their next stage of learning. Communication and language development is a particular strength. Children increasingly use words, gestures and signs to express their needs, share ideas and recall experiences. They join in confidently with songs, stories and conversations, showing growing understanding and enjoyment when communicating with others.

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Achievement Strong standard

Children demonstrate secure personal, social and emotional development. They cooperate with others, take turns and manage simple frustrations, showing increasing self-regulation, resilience and positive attitudes to learning. Children are confident in their physical abilities and show growing independence in age-appropriate self-care.

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Achievement Strong standard

Children who face barriers to learning make progress because support is timely and well matched to their needs. As a result, children are increasingly well prepared for their next stage of learning, including school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and have positive attitudes to learning. Clear and consistent expectations help children understand what is expected of them, and they respond calmly to guidance from the childminder. For example, children pause and listen when the childminder gives reminders or guidance and adjust their behaviour calmly. Routines are predictable and well established, which supports children to feel secure and confident throughout the day and helps them manage transitions smoothly.

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Behaviour, attitudes and establishing routines Strong standard

Children build positive relationships with the childminder and with one another. They learn to share, take turns and play cooperatively, developing early social skills and respect for others. Children are kind and considerate in their interactions and show an emerging understanding of how their behaviour affects others. When children experience frustration or challenge, they are supported to talk about how they feel and are encouraged to use words rather than behaviour to express themselves. This helps children calm quickly, build emotional resilience and develop self-regulation.

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Behaviour, attitudes and establishing routines Strong standard

Children show growing independence and motivation. They take responsibility during daily routines, such as helping to prepare for mealtimes, choosing resources and tidying away equipment. Children remain engaged for appropriate periods, concentrate well and show curiosity and willingness to try new experiences. As a result, children develop positive learning habits and confidence that support their ongoing development and readiness for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors attendance. She follows up on any absences and records accordingly. Any patterns that emerge are discussed with parents. This supports children's regular attendance.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and emotional wellbeing at the heart of daily practice. Secure, responsive relationships help babies and young children feel safe, settled and cared for. The childminder responds sensitively to children's cues, such as tiredness, hunger or the need for comfort, and adapts care to meet their individual needs. Children are reassured through warm interactions and consistent support, which helps them feel emotionally secure throughout the day.

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Children's welfare and wellbeing Strong standard

Children are supported to develop an age-appropriate understanding of health, hygiene and personal care. For example, the childminder reminds children to wash between their fingers and rinse thoroughly, helping them understand how good hygiene supports their health and wellbeing. Furthermore, children are supported to understand how to care for their teeth, including the importance of regular brushing and making healthy food and drink choices to support good oral health. Children are supported calmly and consistently to follow these expectations as part of everyday care.

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Children's welfare and wellbeing Strong standard

Mealtimes are calm, well organised and responsive to children's needs. Children enjoy food in a relaxed, social environment that supports their physical health and safety. In addition, babies sleep safely in line with guidance, while older children are supported sensitively as their sleep needs change. This careful attention to children's care needs supports their overall wellbeing and helps them to remain settled and ready to engage in play and learning.

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Curriculum and teaching Strong standard

The childminder delivers a well-designed, flexible curriculum that builds carefully on what children already know and can do. She has a secure understanding of the quality of teaching and adapts practice in the moment to strengthen learning. For example, she adjusts activities and resources so that babies and younger children can take part meaningfully, while older children experience appropriate challenge. Ongoing assessment informs teaching. The childminder uses observations to identify what children understand and shapes future teaching to reflect different starting points, needs and stages of development. Teaching is thoughtful and inclusive, ensuring children who face barriers to learning can access the curriculum.

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Curriculum and teaching Strong standard

Communication and language are prioritised across all areas of learning. Language is modelled consistently through play, routines and daily interactions, ensuring children are immersed in a rich language environment. Mathematical understanding is introduced naturally through everyday experiences. The childminder uses positional language, encourages children to notice shapes and patterns, and supports simple problem-solving during routines such as tidying away. This ensures early mathematical ideas are introduced in meaningful, real-life contexts. In addition, physical development is promoted consistently through well-planned indoor and outdoor provision. Babies are supported to develop strength, balance and coordination, while older children build independence and control through purposeful movement and self-care routines. Consequently, all children progress well in their physical development.

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Inclusion Strong standard

The childminder creates an inclusive environment where children's individual needs, interests and stages of development are accurately identified and responded to. She knows children well and uses ongoing observation, recognised monitoring tools and professional discussion to assess progress and identify emerging needs at an early stage. Support is reviewed regularly in partnership with parents and, where appropriate, external professionals to ensure it remains effective.

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Inclusion Strong standard

Barriers to participation are reduced through thoughtful adaptations and inclusive practice. For example, the childminder plans outings carefully so that all children can access them and take part alongside others. These opportunities are selected to reflect children's ages, stages and needs. Younger children attend small, age-appropriate groups that support early social interaction and sensory exploration, while older children access experiences that promote confidence, communication and independence. This ensures all children benefit from meaningful and accessible learning opportunities.

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Inclusion Strong standard

Children with special educational needs and/or disabilities are supported through a graduated approach, with support adjusted and reviewed as children's needs develop. Support is embedded so children feel secure and included. Furthermore, where additional funding has been available, it has been used strategically to remove barriers to participation and widen opportunities. As a result, children participate fully, feel valued and make progress from their starting points.

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Leadership and governance Strong standard

The childminder provides effective and reflective leadership. She has a clear understanding of the strengths of the provision and uses this knowledge to make decisions that support children's wellbeing, learning and development. She engages in continuing professional development to strengthen her practice and ensure her knowledge remains current, using this learning to refine provision where needed. Priorities for improvement are identified accurately and actions are taken to strengthen practice, ensuring the provision continues to meet children's needs.

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Leadership and governance Strong standard

Partnership with parents is a clear strength. The childminder's communication is open, regular and purposeful, helping parents feel well informed about their children's care, routines and progress. Parents receive practical guidance that supports consistency between children's homes and the setting. This has a positive impact on children's wellbeing, confidence and continuity of care.

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Leadership and governance Strong standard

The childminder knows children and families well and places their best interests at the centre of decision-making, including for children who may face barriers to learning or wellbeing. She uses her knowledge of children's development to identify emerging needs early and takes appropriate action. She works closely with parents and, where appropriate, external professionals, and uses recognised monitoring tools to review the effectiveness of support over time. Where additional funding has been available, the childminder has used her understanding of children's needs to allocate it purposefully. For example, she has provided suitable outdoor clothing to remove barriers to participation and ensure children can take part fully and make progress.

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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 experience a warm, nurturing and inclusive environment where they feel safe, valued and keen to explore. From arrival, children show a strong sense of belonging. They move confidently between activities, make choices and engage readily with the childminder

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Inspector:

and friends. For example, they choose resources independently and invite new visitors into their play, showing they feel secure and emotionally settled. Consistent routines and calm, predictable responses support children's emotional wellbeing and help children feel settled in their surroundings.

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Inspector:

Children enjoy learning and achieve well. They are curious, motivated and remain engaged for sustained periods. Communication and language are a notable strength. Children confidently use words, gestures and signs to express their needs, recall experiences and explain their ideas. For example, they talk about recent outings or retell favourite stories during play. They persist with challenge and show pride in their achievements, which supports children's growing independence and self-belief.

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Inspector:

Children benefit from the childminder's secure understanding of them and her responsive support. For example, she identifies children's communication and physical development needs early and works closely with parents and health professionals to agree appropriate next steps. As a result, children who face barriers to learning feel supported, included and able to take part fully alongside their peers.

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Inspector:

Children thrive because effective systems underpin daily practice. Calm guidance and reassurance help children learn to share, take turns and manage frustration. A well- organised indoor environment and accessible outdoor space support exploration, physical development and curiosity for children of all ages. Thoughtful support for transitions, including future moves, helps children feel confident, included and ready for their next stage of learning, including school where appropriate.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the childminder and children and viewed written testimonials from parents 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. Kelly Little

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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