Childminder in LiverpoolOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2841350 Registered with Ofsted: 04/07/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children demonstrate high levels of concentration, resilience and perseverance. They are eager and enthusiastic learners. Children thoroughly enjoy showing their skills and knowledge to others. Young children use advanced language to communicate. They have excellent mathematical awareness, beyond what is typical for their age. Older children have high levels of independence and quickly develop their physical skills. For instance, young children compare and describe length, weight and time and show accurate awareness of number patterns through practical activities.

p.2

Achievement Strong standard

Children excel in their physical and social development. They use a wide range of skills for different tasks. For instance, young children show balance and coordination as they go up and down the paved area on bicycles. They greet visitors and can hold conversations with new people. All children make consistently positive progress across every area of their learning. They manage their feelings and emotions well and are confident to communicate their needs and interests. Children receive effective support to minimise any gaps in their development. This ensures that they are well prepared to start school and benefit from consistent support to achieve to the highest level.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model for children. She consistently provides praise, reassurance and support to meet the needs of the children in her care. All children flourish in their personal, social and emotional development. They are consistently kind, caring and polite. Older children demonstrate a clear understanding of the rules and routines, often offering support to their younger peers. For example, they play cooperative games where everyone works together as a team to beat a shared target. Older children encourage younger children to persevere when practising a new skill to build their self-esteem.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder encourages parents and carers to bring children to the setting regularly, and attendance is consistently high. This helps children to form close bonds with each other and feel secure. The childminder supports all children to know and understand what happens next and when it is time to prepare to move on. This successfully removes any barriers to children's participation. This helps children to have time to prepare for the next part of their day, such as snack time or a visit to the local allotment. As a result, transitions are smooth, and children willingly participate.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder gathers and uses detailed information from parents to help her plan children's routines and changing circumstances. This helps her to know anything that may have an impact on children's learning or wellbeing and swiftly adapt to meet their needs. For instance, parents share when children have taken up after-school clubs, such as swimming. The childminder closely monitors children's wellbeing, celebrates their achievements and plans rest periods. As a result, children maintain high levels of engagement, motivation and positive attitudes to their learning.

p.2

Children's welfare and wellbeing Strong standard

Children build close relationships with the exceptionally kind and caring childminder, who actively nurtures their emotional wellbeing. She very successfully keeps children cheerful and engaged. All children demonstrate that they are content and thoroughly enjoy their time with the childminder. The childminder places an emphasis on promoting children's health and wellbeing. She teaches the importance of positive hygiene and provides healthy and balanced meals in line with nutritional guidance.

p.3

Children's welfare and wellbeing Strong standard

Children develop independence in managing their own hygiene, confidently washing their hands thoroughly, getting dressed and brushing their teeth at least twice a day. They enjoy a varied diet, including a wide range of fruits and vegetables. Children talk enthusiastically about their preferences. These experiences help children to develop lifelong healthy habits.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from daily outdoor exercise and fresh air, as well as from exploring a well- resourced garden. Children demonstrate they have learned how to keep themselves safe as they demonstrate how to cross roads and explain the importance of fire safety. The childminder supports children to understand and manage their emotions, helping them identify their feelings and learn to cooperate with others. Children benefit from a range of healthy snacks and sit together at mealtimes to promote their social skills.

p.3

Curriculum and teaching Strong standard

The childminder provides children with an ambitious, well-sequenced and interesting curriculum. She plans activities based on their individual needs and interests and sharply focuses her teaching. This helps children, including those with special educational needs and/or disabilities, to make progress in the areas they need the most support in. For instance, the childminder ensures that she sits close to younger children who need help with their communication and language skills. She models clear words, plans time to reinforce new vocabulary and regularly recalls previous learning in focused small-group activities. Planning, monitoring and assessments are detailed and focused on the age and stage of development of each child in her care.

p.3

Curriculum and teaching Strong standard

Children show high levels of engagement as they measure and mix ingredients when making biscuits and pizza. They delight when the childminder joins in, and they use fresh ingredients such as onions and tomatoes they have grown together in the local allotment. The childminder skilfully adapts planned experiences for children who prefer to learn outdoors. For example, she plans story and group times in the children's preferred environments, such as birdwatching in the garden or running games in a nearby park.

p.3

Curriculum and teaching Strong standard

Children have fun as they learn. The childminder uses imaginative play to extend their skills and embed individual learning targets. She skilfully gives children thinking time to let them process and respond. As a result, all children flourish and develop lifelong skills.

p.3

Inclusion Strong standard

Children benefit from a highly inclusive and supportive environment. The childminder knows children and families very well and responds proactively to their individual needs. Personalised plans include adaptations to remove barriers to children's participation. This ensures that children with special educational needs and/or disabilities or from disadvantaged backgrounds are able to access a wealth of activities and opportunities. For example, the experienced childminder works individually with parents and carers to help children who may need extra reassurance at times of transition. This includes detailed monitoring and assessments linked to all areas of learning.

p.3

Inclusion Strong standard

The childminder demonstrates a deep commitment to inclusion and is able to identify children's individual needs quickly. She observes children closely and adjusts her approach for children who benefit from added time or alternative methods of support. The childminder reviews children's needs regularly. She works closely with external professionals, including staff from the school that the children in her care attend, when appropriate. This supportive practice helps children to feel understood and able to participate fully.

p.4

Inclusion Strong standard

The childminder provides a range of multicultural activities to broaden children's experiences and often talks to them about different family backgrounds. Communication with parents and carers is highly effective. Parents report that the childminder values their individual circumstance and appreciate how additional funding is used to provide specialist teaching or resources.

p.4

Leadership and governance Strong standard

The childminder is experienced, skilled and dedicated to providing all children with the best possible outcomes. She helps children to build secure foundations for the future and provides an effective support network for parents and carers. Highly effective partnerships with other professionals mean that the childminder can swiftly access help, additional funding and support when appropriate.

p.4

Leadership and governance Strong standard

The childminder has excellent oversight of children's progress and the effectiveness of her provision. She regularly speaks to other childminders to help her evaluate and reflect on her strengths and help her to make continual improvement. For instance, she has recently evaluated the use of science in the outdoor area and has made plans to enhance this through further training with a local college. This will enable children to develop their knowledge of plants and the life cycles of animals and increase their understanding of the world around them.

p.4

Leadership and governance Strong standard

The childminder regularly accesses professional development to maintain the highest levels of practice for children. For example, she has completed a training programme to enhance how she uses assessment to support children with communication delays. The childminder maintains close links with the local school to ensure children have the best possible start. She shares detailed information with school staff and at the end of day collects older children in her care. Parents and carers feel valued and informed about the importance of attendance and home learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children build secure bonds with the childminder and benefit from her caring and warm manner. Interactions between the childminder and children are nurturing and respectful. Children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing, feel happy, safe and secure. The childminder spends time getting to know the children and their families well. This provides essential knowledge so she knows what to teach, which is based on what children already

p.5

Inspector:

Sandra Hamilton know, remember and can do. Consequently, children quickly achieve and progress in their learning and development.

p.6

Inspector:

Children have consistently positive attitudes to their learning. They play cooperatively with each other in a harmonious and trusting environment. Children have a love books and problem-solving and enthusiastically extend their learning in the outdoors. They demonstrate a sense of pride and belonging at the setting. Children help the childminder to prepare meals and take an active lead in planning learning activities linked to their interests. They quickly learn to manage their own feelings, show kindness to each other, build friendships and thrive. Children demonstrate resilience and the physical skills that are required to be independent. They thoroughly enjoy the childminder's company and have excellent attendance.

p.6

Inspector:

Children consistently practise their skills and build on their existing knowledge. They engage in meaningful conversations about healthy eating, exercise, rest, school uniform and looking after the environment. Children's attendance at the setting is high, and their behaviour is consistently exemplary. Children benefit from participating in activities out of the setting, such as visits to the local allotment and taking part in different sports, and are very well prepared at times of transition, including to and from school. Innovative ideas, such as home activities and books, allow parents and carers to access high-quality resources to extend children's learning at home.

p.6

Next steps

The childminder should ensure continued improvement in her successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8