Brooks, Kelly Ann

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder creates an exciting and interesting environment, where children feel safe, happy and secure. This enables children to make confident and independent choices about their learning. Children engage in a variety of fun, age- appropriate activities that capture their interests, such as playing with interlocking building blocks or imaginative play resources. The childminder's warm nurturing approach helps children to feel safe and secure, which significantly enhances their overall well-being. The childminder and any assistants she works with give children an abundance of praise and encouragement. This helps to build up children's self- esteem and clear expectations for their behaviour.

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The provision is good

The childminder creates an ambitious curriculum for all children. She plans activities and outings that excite them. For example, children talk excitedly about a recent activity where they learned about the important job firefighters do. They speak of the pretend fire made from brightly coloured paper that they extinguished while evacuating their setting. This helps children to learn important messages on how to keep themselves safe through exciting and imaginative experiences.

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The provision is good

Children benefit from a wide range of outdoor activities that support their positive physical development and secure a good understanding of their world. They learn the importance of caring for all living creatures and carefully select appropriate foods for their pet stick insects. The childminder carefully plans outings and trips that further support children's learning. For instance, trips to the local canals help children explore wildlife and the environment and compare it to what they found at the beach.

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need to do better?

n The childminder observes and assesses children's development carefully. This helps her to identify their next steps in learning and plan for future learning. However, she does not always organise the mathematical curriculum to develop children's learning in the right order. For instance, children are asked to sequence brightly coloured beads on threads before learning about pattern. This means some children struggle to understand what is being asked of them. n The curriculum for communication and language is implemented well. The childminder and any assistants she works with narrate children's play, which generates lots of conversation from children. They introduce new words that extend children's vocabulary. When children ask questions, they are given full descriptive answers to help them understand what a word means and the correct terminology for it. For example, children learn that a box can also be

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need to do better?

called a container. n Children learn the importance of daily routines. For example, they help the

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need to do better?

10 June 2025 childminder to tidy away their toys and activities, when it is time for lunch. Children use the bathroom independently and carefully wash their hands before eating. The childminder uses mealtimes to discuss important messages with children, such as eating healthy foods and making sure they are well hydrated to maintain a healthy body. n Partnerships with parents are strong. The childminder works closely with parents to provide guidance and assistance on issues, such as toilet training and ongoing learning. She shares information with parents about their child's development and gives suggestions on activities to continue with their child's learning at home. Parents are extremely complimentary about the childminder and comment on the communication they receive about their children's progress. This helps children to have consistency in their learning. n The childminder helps children to learn about positive behaviour and respect for

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need to do better?

others from an early age. She helps children to explore their emotions and feelings and to consider the impact of all of their actions on others. The childminder extends this learning to support children in keeping themselves and others safe. For example, children know to pick up small objects from the floor as the babies like to explore with their senses. This means children are vigilant and caring of their peers. n The childminder plans for activities that support children's understanding of equality, diversity and inclusion. They explore their similarities and differences and learn about the different festivals that are celebrated throughout the world. For instance, children have recently learned about the festival of Holi, the reason why families celebrate it and participated in a traditional activity exploring colour. This helps children to appreciate and respect all backgrounds. n The childminder is proactive in accessing regular professional development for

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need to do better?

her and any assistants she works with. She reflects on her practice and training, ensuring all mandatory training is up to date. She identifies specific training to support positive outcomes for children. For example, speech and language training has helped the childminder to review her strategies for supporting language acquisition.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n enhance the curriculum for mathematical development to ensure children learn in sequence and at a stage appropriate to their development.

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Setting details

Unique reference number EY547336 Local authority Tameside Inspection number 10388531 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection 16 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the Hyde area of Tameside. She operates from 6am to 5.30pm, Monday to Friday, all year round. The childminder holds a recognised early years level 3 qualification and works with an assistant. She provides government funded education.

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Inspection activities

n The childminder led the inspector on a learning walk and informed the inspector of what they want children to learn. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request and they carried out a joint observation together. n The inspector considered written feedback from parents. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable.

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Inspection activities

10 June 2025 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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Inspection activities

10 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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