Childminder in KnowsleyOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2842720 Registered with Ofsted: 16/07/2025 Registers: EYR

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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

All children typically make steady progress from their starting points across all 7 areas of learning. They make particularly quick progress in their communication and language development. Children repeat familiar words and rapidly pick up new vocabulary. For example, very young children repeat the word 'clock' and copy 'tick tock' sounds. They show curiosity in their environment, which is further enhanced by the enthusiastic childminder. For example, they repeat the word 'spider' as they take a closer look at a spider they find in the setting.

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Achievement Expected standard

Physical development is supported through daily outdoor play. For example, children joyfully kick the leaves together at the park. Children are also developing their fine motor skills. They make marks with a purpose as they practise writing their names on their creations. Children copy mathematical vocabulary during play, such as repeating 'star' when exploring sequins. Visits into the local and wider community help children build confidence in new places. This supports their readiness to feel confident, when moving on to their next educational setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to be caring and to look after each other. For example, they read stories together and sit sensibly in a group as they excitedly recognise pictures on flashcards. This supports children's early social interactions and collaborative learning and play. Children show curiosity in the range of activities provided. For example, they show interest in the leaves and trees in the park. The childminder extends this by helping them to explore and feel the different textures. This develops positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a solid understanding of children's additional needs and preferences, including those with special educational needs and/or disabilities. She adapts activities to suit children's sensory needs, and seeks advice from specialists where needed. The childminder adapts daily routines, depending on children's circumstances and how they are feeling that day. She values contributions from parents and has established effective 2-way communication strategies. The childminder promotes the importance of attendance and punctuality to parents. However, she needs to develop how she would anticipate and address potential barriers to attendance, so that she has a clear course of action should any issues arise.

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Behaviour, attitudes and establishing routines Expected standard

Expectations for behaviour are typically in place. However, these are not taught clearly and consistently. Children are not always clear on the rules of the setting, for example they do not consistently help to tidy-up resources. More clarity and consistency around these expectations will further develop children's independence and readiness for their next stages in education.

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Children's welfare and wellbeing Expected standard

The welfare and wellbeing of children are at the centre of the childminder's practice. She has a comprehensive knowledge of each child and seeks advice to ensure she provides the best support for children with special educational needs and/or disabilities. The setting is a welcoming space for all children and families. Parents describe the setting as a 'clean, fun environment'. Warm, respectful relationships support the wellbeing of all children. This helps children to feel that they belong in the 'little family' the childminder has created.

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Children's welfare and wellbeing Expected standard

Children are taught to stay healthy and safe. Children learn how to keep safe in new places and when taking public transport. The childminder understands her cohort of children and makes time outdoors and exercise a clear priority. She encourages children to try healthy food and is introducing more independence at the dinner table. Mealtimes typically promote social skills and manners. However, children sometimes struggle to stay seated at mealtimes. The childminder needs to be more clear and consistent with her expectations at these times, so that children understand the rules of the setting and stay safe.

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Children's welfare and wellbeing Expected standard

Hygiene is promoted well. Children follow the routine of handwashing before mealtimes. The childminder is looking into ways to further promote oral health, such as toothbrushing programmes and links with local dentists. Screen time is minimal, and only used to enhance learning when necessary. All of this contributes to children developing a healthy lifestyle.

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Curriculum and teaching Expected standard

The childminder tailors her curriculum to the needs of the children. She prioritises preparing children for the next stage of their education. This includes providing opportunities to develop independence. For example, while walking to the park together, children hold hands and learn to cross roads safely. Children learn about the wider world through regular trips out into the community. A cosy reading area encourages a love of books, and children enjoy regular library visits. Babies and children are supported in their physical development. The childminder ensures daily access to outdoor space to run and play freely. Babies have a clean, safe space for tummy time. Mathematical language, such as counting, is modelled through everyday routines and high-quality interactions.

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Curriculum and teaching Expected standard

The childminder gets to know children very well, including their likes, dislikes and interests, such as favourite books. She understands the needs of children with special educational needs and/or disabilities and provides different learning opportunities that they are comfortable accessing. This results in happy, secure children. The childminder is working on strengthening her approach to equality and diversity, exposing children to other cultures and traditions.

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Curriculum and teaching Expected standard

The childminder keeps her practice up to date, drawing on ideas and advice from a childminder network group and links with the local authority. She shares regular updates on children's daily activities and their wellbeing. However, the childminder does not always share children's individual next steps with parents. This means parents are not always fully aware of what their child is currently working on, so they have fewer opportunities to contribute to their progress at home.

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Inclusion Expected standard

The childminder is committed to creating an inclusive environment, where every child is happy and thriving. She identifies children's needs and works with families to address any barriers to learning and wellbeing. For example, she asks families if they feel their child would benefit from specialist advice or assessments, when specialists are visiting the setting. Children with special educational needs and/or disabilities are supported effectively. The childminder seeks advice from professionals, where needed, and has a specialist background in autism, supporting both children and their families. She is knowledgeable about funding entitlements and thoughtfully engages with parents to find out whether their child may be eligible.

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Inclusion Expected standard

The childminder has high expectations for all children and everybody is included. Children's individuality is celebrated through termly reports sent to parents. This reflects how well each child is understood and cared for. However, the childminder does not always inform parents about what they are doing to encourage children's individual development, which can slow progress in some areas, such as toilet training.

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Leadership and governance Expected standard

There is a clear culture of professionalism, high expectations and teamwork. The childminder has a clear vision, working closely to create a home-from-home environment for children and families. Engagement with parents and professionals is thoughtful and well planned. Parents particularly comment on the flexible transitions that support their children to settle in at their own pace.

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Leadership and governance Expected standard

The childminder manages her own wellbeing and workload. The childminder, and any adults that work with the children, fairly divide responsibilities according to their strengths. For example, the childminder takes responsibility for organising policies and procedures. She also gathers information about children, including finding out about their entitlement to additional funding and ensuring personal records, such as allergies, are kept up to date.

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Leadership and governance Expected standard

The childminder is generally aware of her strengths, and is developing confidence in sharing these. She is always willing to reflect on and develop her practice further, in order to provide the best support possible for all children. The childminder engages in relevant professional learning to meet the needs of current children in her care. For example, she ensures safe sleep guidance is followed. She also collaborates with a wider childminding network group to share ideas, updates and contacts with her peers, always striving for best practice.

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

Children thoroughly enjoy their time at the setting. They engage in many different learning opportunities to develop their independence and confidence for their next stages in learning. They learn key vocabulary through everyday talk and play. For example, children show interest for a sustained period of time in copying words and sounds during a flashcard activity. This shows enjoyment, engagement and positive attitudes to learning. Individual needs are understood and adapted for, such as tailoring activities to support sensory needs. This means that all children, including those with special educational needs and/or disabilities, make progress from their starting points.

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

Children and families feel safe, welcomed and valued. Parents say they 'would be lost without' the setting. Attendance and punctuality are promoted through familiar daily routines. Warm, trusting relationships mean children are confident to share their needs and feelings. Collaborative play is beginning to develop even among very young children. For example, children giggle as they chase each other outside and take turns kicking and throwing the football. Children show kindness to one another. For example, an older child tries to help a younger child get back up after they have fallen over.

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

Children are kept safe and able to flourish, whatever their background or individual needs. Advice is sought from specialists where appropriate. This includes local authority support teams and health visitors. Children benefit from daily access to the outdoors. Activities are planned around children's interests. They take many trips out into the community, including library visits, train trips to the museum and visits to the farm to see the animals. Children enjoy healthy snacks and meals, such as a variety of fruit. Hygiene is promoted, such as washing hands before meals. Children also ask to wash their hands after having their nappy changed, showing the beginnings of managing independence in self-care. Each child's uniqueness is valued and personal achievements are celebrated.

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Next steps

The childminder should ensure that rules and routines are taught and reinforced consistently, so that children clearly understand and follow behaviour expectations. The childminder should anticipate and address potential barriers to attendance, with a clear process in place for managing any issues that arise. The childminder should strengthen how she communicates children's progress and next steps with parents, so they can work collaboratively to support learning and development.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Knowsley Metropolitan Borough 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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4

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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