Childminder in KnowsleyOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2844398 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 build vocabulary through everyday exploration. They confidently point and say the names of objects they see, such as 'flower' or 'plane'. Children explore their environment using their senses. For example, they feel the texture of leaves, supporting their understanding of the natural world.

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Achievement Expected standard

Children are becoming increasingly confident. They freely access well-organised, tidy resources, supporting their growing independence. Children engage well in activities and concentrate for sustained periods. Physical development is supported through daily outdoor play, such as kicking footballs together. Inside, older children are learning to feed themselves using cutlery and are trying to use open cups. Children develop early counting skills through play. For example, they count fish together in a favourite storybook. Visits into the local and wider community help children build confidence in new places. This supports them 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 kind and gentle. Respectful relationships build through daily activities and collaborative play, such as reading stories together or taking part in role-play activities. This supports children's early social interactions. Children show curiosity in the range of activities provided. For example, they remain deeply engaged for a prolonged period while mark making, drawing stars to go with their rocket crafts. This reflects 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. She seeks advice from specialists, where needed, to support children with special educational needs and/or disabilities. 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 two-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 expectations need to be taught more 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 having 'peace of mind' knowing their children are happy and enjoying their day. 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. The childminder understands her cohort of children and makes time outdoors a clear priority. Children learn how to keep safe in new places and when taking public transport. The childminder offers regular water breaks, especially when exercising. The childminder promotes healthy food choices with families. 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. Some children are beginning to show independence in their self-care, as they ask the childminder to wash their hands after a nappy change. 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, such as supporting older children to sit at a table for mealtimes. The childminder is a calm, kind role model and encourages positive relationships and social skills. This results in happy, secure children.

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Curriculum and teaching Expected standard

Babies and children are supported in their physical development. The childminder ensures they have daily access to outdoor space to run and play freely. Babies have a clean, safe space for tummy time. A cosy reading area encourages a love of books, and children enjoy regular library visits. Mathematical language, such as counting, is modelled through everyday routines, high-quality interactions and child-led play. Children learn about the wider world through regular trips out into the community. The childminder is working on strengthening equality and diversity within the curriculum by celebrating cultures and events from around the world, such as tasting new foods for Chinese New Year.

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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 less opportunities to contribute to their progress.

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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, the childminder supports healthy lifestyles by giving parents ideas for healthy lunch boxes and offers to heat food for fussy eaters. This identified area for children's development is reinforced further through pretend mealtimes in the role-play kitchen.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported effectively. The childminder seeks advice and invites professionals to complete speech, language and communication assessments. She undertakes professional development opportunities, such as training in supporting children with autism. The childminder understands how funding could be used to support children from disadvantaged backgrounds. She knows how to work with other professionals to keep children who may be vulnerable safe.

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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. These reflect how well each child is understood and cared for. However, the childminder does not always share how she is supporting children's next developmental stage with parents, 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 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 by working well, fairly dividing responsibilities with any other adults that work with the children, according to their individual strengths. For example, the childminder takes responsibility for maintaining the quality of provision and resources.

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Leadership and governance Expected standard

The childminder generally has an accurate understanding of her strengths and is proactive in her areas for development. She is clearly willing to reflect on and develop her practice 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. She also collaborates with a wider childminding network group. She is able to share ideas, updates and contacts with her peers, always striving for good 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 the independence and confidence needed for their next stages in learning. They learn key vocabulary through everyday talk and play. For example, children copy the childminder as she names colours during a crafting activity. 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 describe the setting as a 'home away from home'. 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 kick leaves together while playing outside. Children show kindness to one another. They encourage each other to put coats on before going outside and hold hands, keeping each other safe.

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

Children are kept safe and are 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 meals and snacks, such as a variety of fruit. Hygiene is promoted well, such as washing hands before meals and after messy activities. 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 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

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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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Our grades explained

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.

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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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