Childminder in WirralOfsted report card, 6 Oct 2026

Childminder

Unique reference number (URN): 2876238 Registered with Ofsted: 18/02/2026 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 Strong standard

Children develop a solid sense of belonging and security with the childminder. All children achieve extremely well from their starting points. Any gaps in children's learning are closing consistently and they are developing an extensive range of knowledge and skills across the curriculum. All children, including those with special educational needs and/or disabilities, or those that may face other barriers to learning or wellbeing, are sensitively supported and make swift progress during their time at the setting.

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Achievement Strong standard

Children learn to focus their attention on tasks. They make remarkable progress across all areas of the curriculum but particularly in their communication and language skills. Babies are confident to explore and find out about new things and learn new words rapidly. Older children articulate their needs and feelings very well. Children are very well prepared for the next stage of their learning, whether that is nursery or school. They develop independence skills in line with their age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a nurturing and positive environment, where children feel safe to try new things and play with others. Children form incredibly close relationships with the childminder, which fully supports their learning. The childminder is a highly effective role model. She is gentle and kind towards children, which encourages children to show empathy to each other. For example, when a baby who is settling into the setting wakes up from her morning sleep, another child quietly offers her a favourite toy. Children cooperate and work together very well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has exceedingly high expectations of children's behaviour. She is skilled at extending children's concentration and play skills through her positive interactions. This fosters children's willingness to keep trying even when a new skill is challenging. Children learn how to manage their feelings as the childminder helps them learn the vocabulary to fully express themselves. Children quickly learn to regulate their emotions, express when they feel tired and independently access a calming basket full of sensory items.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to support the use of the same strategies at home, ensuring a consistent approach for children. She regularly shares their children's special moments via photos at pick-up time or through the setting's family app. The childminder ensures that parents are aware of the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a secure understanding of children's individual needs and adapts routines to support children's independence. For example, the induction for babies is planned carefully to ensure the settling-in period will help them feel safe and time allocated for parents and carers to receive bespoke support. She gathers information about children's sleep patterns, weaning, allergies and food preferences. This means that any children with special educational needs and/or disabilities or other barriers to their learning or wellbeing develop high self-esteem and emotional wellbeing, supporting their positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently models good manners and hygiene practices. Arrangements for eating and sleeping are well managed and individual care plans shared with parents. The childminder ensures children receive nutritious food and drink. She is aware of the impact of children's poor oral health and implements a full programme that consistently supports oral hygiene at home and in the setting. Children are taught about their own emotional wellbeing. They recognise changes in their emotions and understand when they need to access the calming basket with sensory items.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children have lots of access to fresh air and opportunities for physical play outdoors, where they can run and develop their large-muscle skills. Children learn how to take care of their own physical safety. For example, on walks in the local community, they know to hold the childminder's hand when near roads.

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Curriculum and teaching Strong standard

The childminder's curriculum is ambitious and extremely well constructed, covering all areas of children's learning and development. The childminder sequences learning incredibly well and plans next steps precisely, taking into account children's individual fascinations. She continually reflects and refines, making adaptations and improvements to further support children's secure progress. She prioritises children's communication, social and physical skills to prepare them for future learning. The childminder's ethos is for children, including those with special educational needs/and or disabilities, to become happy, free explorers, who excel from their starting points.

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Curriculum and teaching Strong standard

The childminder has a particular focus on ensuring that children make excellent progress in their communication skills and extending their vocabulary. She keeps detailed records of words children understand and can say so that she can quickly build on them. Activities such as sharing books support children's understanding of new words. The childminder places a clear focus on fostering children's mathematical knowledge. For example, children develop a secure understanding of mathematical concepts, such as 'bigger' and 'smaller', comparing different size pumpkins during their play.

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Curriculum and teaching Strong standard

The childminder knows the children incredibly well and uses continual assessment and observations to personalise her teaching to the individual needs of each child. Children have many opportunities to develop their small- and large-muscle skills. They have daily opportunities to play outside in the garden and go on nature walks. In addition, the childminder offers ideas to extend children's learning at home to help children consolidate their newly learned knowledge.

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Inclusion Strong standard

The childminder knows the children exceedingly well. She gains a comprehensive knowledge of each child gathering information from parents and carers, and frequently monitors and assesses children's progress. There are secure procedures in place to identify children, who face barriers to learning. The childminder has a clear plan of action to ensure that children who are disadvantaged or have special educational needs and/or disabilities (SEND) receive targeted support to make rapid progress from their starting points.

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Inclusion Strong standard

The childminder has an extremely secure understanding of child development. She demonstrates a commitment to enhancing her skills to best meet the unique needs of the children she supports. For example, she has attended courses on developing language and communication skills and uses specific strategies, such as spending time with individual children, to playfully encourage children to develop confidence. The environment is adapted to include children at different stages of development, for example floor spaces are arranged so that babies can explore safely alongside older peers.

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Inclusion Strong standard

The childminder regularly reviews the support she implements to assess its impact on the children's progress and skilfully adjusts plans based on their achievements, ensuring that her support is targeted precisely and continues to positively affect their outcomes. She has experience of making referrals, when necessary, working with outside agencies and the local authority to support individual children with SEND. The childminder clearly understands how to use funding to support children's positive outcomes.

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Leadership and governance Strong standard

The childminder is deeply passionate about her role and has a superb understanding of the early years foundation stage and child development. She is highly reflective of her practice and continually audits and adapts to meet the needs of the individual children who attend her setting. This means that her teaching has a highly positive impact on all children, including those with special educational needs and/or disabilities or other barriers to learning.

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Leadership and governance Strong standard

The childminder engages in an extensive variety of professional development opportunities. These are used well to enhance her practice and keep her knowledge up to date. She values and takes time to foster positive parent and carer partnerships. She takes on board their feedback to develop ongoing relationships. She keeps parents frequently informed about their child's new achievements and next steps in learning and provides them home learning activities, which link to their children's favourite activities.

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Leadership and governance Strong standard

Parent state that the childminder is extremely supportive, helping them access funding and express very high levels of appreciation of how the childminder plans regular outings in the local area, which help their children develop a sense of community The childminder has established links with local schools and ensures families understand the importance of attendance.

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

Children and babies develop close attachments to the childminder and clearly demonstrate that they feel safe and secure. They thrive in the welcoming and nurturing environment, which promotes a sense of belonging and self-esteem, allowing them to fully access learning activities. The childminder knows each child incredibly well and makes excellent use of this knowledge to offer them exciting play opportunities and highly effective support and guidance. 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.

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

Children demonstrate a love of books and develop early reading skills from a young age. Children and babies listen attentively and join in excitedly. For example, children look at a book about a digger and recall how the previous day they had spotted a tall crane by a building site when out on their daily walk. The childminder promotes a love of the outdoors and nature. Children develop superb observational skills and an understanding of their environment, which inspires art and craft activities. Children openly talk about their feelings throughout the day. They access resources and calming strategies modelled by the childminder, which help them understand and independently regulate their emotions.

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

Activities are tailored to the children's specific learning needs, focused on their next steps. For example, babies access simple puzzles that help them develop their language and spatial skills, while older children use more complex puzzles to learn about size and colour. As a result, children are highly engaged, and their behaviour is impeccable. Children happily pass each other resources, take turns and share. They develop independence skills by self- selecting fruit at snack time and participating in care routines, such as washing their hands and brushing their teeth. They look forward to attending the setting and spending time with the childminder; this means that they develop good habits of attendance for their next stage of learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:45

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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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