Brooks, Abbey Jade

Childminder

Unique reference number (URN): 2852299 Registered with Ofsted: 18/09/2025 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 Strong standard

Children achieve consistently as they are provided with experiences to learn and develop. As children role play cafés, they use a menu to identify different foods. Children discuss their favourite foods as they reflect upon their own experiences of visiting a café or a restaurant. Children confidently express, 'I love chicken kebabs like my daddy,' and, 'Would you like hot sauce with that?' Children are encouraged by the childminder to speak confidently as their friends listen with focus. This promotes their sense of belonging, as children feel heard and valued. Children role play with dolls as they feed, dress and take them for walks in the pram. Children model their own experiences. They tell the dolls and their friends that the next routine is 'nappy changing time'. As children change nappies, they sing songs, repeating their own experiences of nappy changing time.

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Achievement Strong standard

Children develop their independence and confidence consistently as they strive to complete tasks on their own. For example, when washing their hands, children confidently wash and dry with minimal support from the childminder. Children are extremely well prepared for future transitions as they respond positively to the embedded routines.

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Behaviour, attitudes and establishing routines Strong standard

Children display excellent behaviour as they develop close and meaningful bonds with their peers and the childminder. They understand the high expectations the childminder instils and respond with respect and care. Children interact with one another kindly as they show empathy and warmth, turn-taking and sharing resources when playing. Children use stories to read to their dolls as they settle them down for a nap together. As the childminder offers praise for children's behaviour, they experience a true sense of pride for their actions, which encourages children to maintain their level of respect. Children initiate playful opportunities, such as rolling a car back and forth, and invite their friends to play alongside.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate a willingness to learn, as they love to attend this setting. Parents and carers support the importance of regular attendance as they see the progress and development children are making through their continuous attendance. The childminder ensures attendance remains positive as she works effectively with parents to share children's next steps and achievements each week. The childminder ensures routines are embedded to support children's sense of belonging, as they know what to expect. This particularly supports children with special educational needs and/or disabilities, or those who face barriers to their learning, to feel settled and secure in their environment.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is consistently supported as the childminder models positive behaviour and language. She encourages children to support one another. The childminder and assistant provide meaningful interactions to teach children to speak with respect and understanding for one another. Children build towers using magnetic blocks. Older children support younger children with patience and suggest different ways to place the blocks to build the tower higher. Children are harmonious in their play, and when small conflicts may occur, children are more than equipped to resolve these using positive language and understanding for one another's feelings.

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Children's welfare and wellbeing Strong standard

Children are taught how to make healthy choices consistently and the importance of doing so. Children enjoy a snack together. They discuss their favourite fruits and how they need the 'vitamins and good things' from the bananas. Children confidently express when they are feeling tired as they climb on the sofa for a rest with a story. Children recognise their emotions as the childminder teaches them how to express their feelings appropriately. The childminder provides a calming space with stories as children explore the feelings of happiness, sadness, anger and tiredness. As a result, children feel valued while they learn their emotions are important and are provided with strategies to support them. The childminder uses her knowledge of children, especially those with special educational needs and/or disabilities, to support them through changes in their personal life. For example, when children gain a new sibling at home, the childminder adapts the provision to celebrate

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Children's welfare and wellbeing Strong standard

this change with positive reinforcements. Dolls are introduced to the provision for children to play with as the childminder gives specific jobs for children to join in with to gain a sense of responsibility and affirm their sense of belonging.

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Curriculum and teaching Strong standard

The childminder uses every interaction with children to provide high-quality teaching. She promotes language as she introduces children to new vocabulary when playing in the home corner as they observe a menu card. The childminder introduces mathematical language when encouraging children to count their different food items as well as discussing different sizes. Children enjoy completing jigsaw puzzles. The childminder interacts with them, developing their understanding of shapes and colours. The childminder approaches all teaching opportunities calmly and follows children's lead. This helps them to feel relaxed and focused in their learning. The curriculum is embedded throughout practice. The childminder consistently enhances children's opportunities as she reflects upon their stages of development regularly. This keeps the childminder's teaching specific and supportive for children to take steps to achieve their identified next steps. Children who face barriers to

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Curriculum and teaching Strong standard

their learning are skilfully supported with the use of their interests. For example, as children develop their fine motor skills through a painting activity, the childminder introduces cars and trucks to fully engage children. As children roll the cars back and forth through the paint, the childminder discusses the different patterns and colour mixing they have created. This helps to widen their early mathematics skills.

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Curriculum and teaching Strong standard

The childminder uses her effective routines to incorporate aspects of the curriculum, which supports the quality of practice. For example, the childminder encourages children to count during tidy-up time. The childminder carefully considers the learning environment to ensure resources and experiences provided are age-appropriate for all children.

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Inclusion Expected standard

The childminder provides an inclusive environment where all children are celebrated and supported as she confidently understands their needs. The childminder uses clear systems to monitor children's progress as she identifies children's stages of development and barriers to their learning. The childminder supports collaborative working as she makes links with other professionals to gain advice on how to provide individualised methods of support. The childminder typically achieves this well as she uses her knowledge of children to include their interests to promote engagement further. However, these links could be further embedded in practice in order to make a demonstrable difference to children's lives. The childminder shares information well with her assistant to ensure that they provide consistent and meaningful support.

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Inclusion Expected standard

The childminder implements strategies that support children who face barriers to their learning. She uses visual aids and one-to-one time to develop children's communication and language. As the childminder develops relationships with parents and carers, she shares her strategies to provide continuity between home and setting. This consistency impacts positively on children's learning and development, and they begin to close gaps in their learning. Parents feel valued as they are invited to share their opinions and preferences, creating a united approach of support. Information from parents also supports the childminder to tailor her methods as she reflects upon children's personal lives and home circumstances to ensure all strategies used are impactful.

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Leadership and governance Expected standard

The childminder understands her role to teach and care for children well. She prioritises professional development as she participates in regular training opportunities alongside her assistant. The childminder has a vision for the setting's development but is not always confident in identifying the strengths and areas for improvement. This can sometimes affect the priorities for the setting, as the childminder is not always clear on what to focus on next. The childminder provides an environment that is safe, engaging and nurturing for children. This supports her own and her assistant's wellbeing, as they feel secure in their working environment. The childminder is understanding of her assistant's workload and strives to support this effectively. The childminder and assistant complete peer observations and feed back regularly to one another. This encourages the development of the provision and supports one another's development well, creating an effective working team. The routines

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Leadership and governance Expected standard

support the childminder and assistant to know their roles, creating seamless transitions.

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Leadership and governance Expected standard

The childminder establishes close partnerships with parents and carers. She provides quality feedback on children's progress and achievements. The childminder uses clear policies and procedures to embed quality practice as children are safe, happy and thriving in her provision. The childminder uses information-sharing to its full potential as she creates a culture where parents feel involved and part of their child's learning journey.

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

Children settle into this warm and nurturing provision with confidence and ease. Children feel welcomed and valued as the childminder prioritises information-sharing with parents and carers to effectively support their wellbeing. Children laugh as they experience a real sense of belonging as the childminder carefully plans opportunities to enhance their learning based on their interests and stage of development. Children use their natural curiosity to explore and initiate playful interactions. As they complete jigsaw puzzles and building towers with magnetic blocks, children take turns and play harmoniously together. Children thrive as they feel secure in this nurturing and caring environment, building close bonds with the childminder. These trusting relationships extend also between the childminder and parents, as the importance of regular attendance is promoted to continue children's learning and

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

development. Parents respond well to this, and children display prompt and regular attendance.

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

Children enjoy the childminder's consistent interactions as they engage in playful experiences. The childminder takes time to listen to their conversations, ensuring children feel valued and heard, as they discuss previous experiences. Children who face barriers to their learning flourish in this inclusive environment as their interests are strategically placed upon entry to engage children into the provision and support them to feel a sense of belonging from the start. Children develop a love for books as they read stories and repeat the familiar words and phrases. As a result, children are exposed to language consistently. Children benefit from the childminder's high-quality interactions and carefully considered questioning. This helps to extend children's thinking and encourages children to take safe risks in their play as they experiment on building tall towers with different materials. Children

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

enjoy healthy routines as they relish exploring the outdoors. Children take part in local walks and visits to the park while exploring their local community. As a result, children consistently develop their independence as well as their curiosity to explore and find new things. Children are secure in achieving the best start in life through the childminder's nurturing approach, where children's learning and development are central to the provision.

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Next steps

The childminder should develop a clear strategy alongside her vision for the setting's quality to identify priorities for development.

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About this setting

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

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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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About this inspection

The inspector spoke with the childminder, assistant 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 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

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 .

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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 .

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Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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