Green, Rachael Diane

Green, Rachael Diane

Unique reference number (URN): EY275858 Address: Carinya, Peachley Lane, Lower Broadheath, Worcester, Worcestershire, WR2 6QR Type: Childminder Registered with Ofsted: 25/11/2003 Registers: EYR, CCR, VCR Registered person: Green, Rachael Diane

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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

Children make steady progress from their starting points. They develop communication skills through storytelling, conversations and imaginative play, and they are beginning to use new words confidently. For example, they describe animals in stories and explain what is happening in their play, such as pretending to cook in the role-play area. Young children are learning to share and take turns, while older children display growing independence. They help prepare and serve snacks, slice fruit safely and tidy away resources, building confidence, safety awareness and problem-solving skills.

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Achievement Expected standard

Children develop physical skills and coordination through outdoor play. They ride scooters, climb and balance on low equipment and dig in sand. Children engage in various activities and eagerly lead their own learning. However, planned activities do not always build on children's next steps in learning, which can limit the progress they make.

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Achievement Expected standard

Children approach challenges with confidence and independence. They are developing communication, social and self-help skills, preparing them well for the next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, nurturing environment where behavioural expectations are clear and consistently modelled. Warm, trusting relationships help children feel confident, secure and valued. Children respond positively to gentle guidance. For example, they use 'walking feet' indoors, help tidy away resources and wait for their turn at snack time.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to cooperate and play alongside one another. They share resources during imaginative play and work together in the construction area. The childminder helps children recognise and manage their emotions. She encourages them to use words to explain how they feel and resolve minor disagreements independently.

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Behaviour, attitudes and establishing routines Expected standard

Consistent routines, such as handwashing, choosing books at story time and settling for rest periods, help children feel secure and ready to learn. The childminder encourages regular attendance and works with families to maintain routines at home. She adapts activities to each child's age and stage of development, helping all children develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Although the childminder knows what children need to learn next, planned activities do not always fully support their next steps. As a result, children do not always have opportunities to practise and strengthen positive behaviours, which can limit the progress they make.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the childminder's practice. She creates a safe, nurturing and inclusive environment where children form secure attachments. These relationships help children feel valued, confident and settled. The childminder knows children well and meets their individual needs, helping all children thrive.

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Children's welfare and wellbeing Expected standard

Routines support care needs and independence. Personal care is carried out sensitively, maintaining privacy and dignity. Children wash their hands regularly, take responsibility for their belongings and help tidy away resources. They enjoy balanced meals and daily outdoor play. Visits to the setting's allotment give children hands-on experience of growing and harvesting vegetables.

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Children's welfare and wellbeing Expected standard

Children are helped to identify and manage their emotions. The childminder encourages them to express feelings, regulate emotions and resolve minor conflicts. Children respond positively to guidance and learn to cooperate with others.

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Children's welfare and wellbeing Expected standard

Children are supported in understanding personal safety. They are reminded not to run indoors and to practise crossing the road safely while out in the community. These experiences help children develop confidence and independence in different environments. However, opportunities to extend children's understanding of healthy eating are not always promoted. Discussions about foods and balanced choices could be developed further to deepen their learning.

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Curriculum and teaching Expected standard

The childminder implements a broad and balanced curriculum that builds on children's knowledge, interests, and abilities. She plans purposeful activities across all areas of learning, creating a calm and supportive environment where children feel emotionally secure and ready to learn. Positive relationships help children develop confidence to share ideas and express themselves. Meaningful conversations and story sessions about penguins in the Arctic promote communication and language skills. Early mathematical skills are supported through counting games, number songs, and practical activities, such as cutting fruit into halves or quarters at snack time.

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Curriculum and teaching Expected standard

Outdoor play supports children's physical development. They ride on scooters, kick balls, and dig in the sand, building coordination and teamwork. In the construction area, children build structures, use tape measures to measure walls, and pour warm water over ice blocks to rescue toy penguins. These hands-on experiences support cause and effect, fine motor development and problem-solving. The childminder demonstrates effective teaching as she joins in play, models language, introduces new vocabulary, and asks thoughtful questions to encourage prediction and critical thinking. Children feel encouraged to persevere and manage small challenges, promoting emotional resilience. However, the childminder does not consistently use children's individual next steps when planning activities. As a result, learning is not always planned precisely enough to enhance children's knowledge and abilities and offer appropriate challenge for each child.

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Inclusion Expected standard

The childminder promotes an inclusive and welcoming environment where all children are valued and helped to learn at their own pace. She knows children well and identifies their individual needs through ongoing observation and assessment. This helps her adapt activities, resources and routines so that children can participate. For example, the childminder modifies group activities so younger children can join in, and she provides additional modelling when needed.

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Inclusion Expected standard

Children's progress is monitored, and next steps are shared with parents to support learning at home. However, the childminder does not always use children's individual next steps consistently when planning activities. As a result, the childminder sometimes misses opportunities to build on what children already know and can do, as well as to provide appropriate challenges for all children.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities attending, the childminder demonstrates a secure understanding of how to seek support should needs arise. She undertakes relevant training and maintains systems to review children's progress and wellbeing.

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Inclusion Expected standard

Partnerships with families support open communication and the early identification of any emerging needs. The childminder reflects on her practice and makes adjustments where necessary to reduce barriers to learning.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership, working closely with her co-childminder and any assistants to ensure that roles and responsibilities are clear and statutory requirements are met. Routines, policies and teaching are consistent, creating a safe and stimulating environment for children. The childminder regularly reflects on practice, reviewing the curriculum and daily routines to strengthen provision. She prioritises professional development and uses training to enhance her knowledge and skills. Parents are very happy with the care and education their children receive. They value partnerships that support children's confidence, progress and wellbeing.

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Leadership and governance Expected standard

The childminder understands the setting's strengths and areas for development. She makes decisions in children's best interests and considers workload to maintain a positive and supportive team environment. However, the childminder has not yet identified through her self-evaluation that activities sometimes miss opportunities to build on children's individual next steps in learning and that routines such as mealtimes could better promote healthy lifestyles.

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Leadership and governance Expected standard

The childminder provides committed leadership and regularly reflects on her practice. While some areas are still developing, her proactive approach helps the setting continue to improve and ensures that children receive high-quality care and education.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children thrive at this welcoming and nurturing setting. They demonstrate that they feel safe, valued, and supported. The childminder ensures that the setting is clean and well organised. Gentle hygiene routines, including the use of individual towels at handwashing time and tender nappy changes, help children stay healthy and confident. Children build secure relationships with adults and each other. They express emotions, share ideas and celebrate achievements. Children are learning to take turns and work together during activities. For example, they are eager to release toy penguins from ice blocks. Children use their

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About this setting

imagination as they engage in role play. They pretend to make ice cream and discuss their favourite flavours. These activities help children solve problems, develop their social skills and learn to be patient.

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About this setting

Children engage in hands-on learning. They explore ice, plant seeds at the allotment, and use tools purposely outdoors in the construction area. These activities help children to be curious and develop fine motor skills and an understanding of the natural world. Children are encouraged to ask questions and make predictions, developing confidence and thinking skills.

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About this setting

Independence is nurtured throughout the day. Children use utensils safely, pour drinks and serve themselves at mealtimes. For example, they help themselves to grated cheese at lunchtime. Hygiene practice is effective; children regularly wash their hands throughout the day. Overall, children are happy and settled, and they display a strong sense of belonging. They are encouraged to explore and make choices, and they take pride in their achievements. The childminder knows children well and responds thoughtfully to their individual needs.

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Next steps

The childminder should consistently use children's individual next steps to plan activities to ensure that learning builds on prior knowledge, challenges children appropriately, and supports continued progress across all areas. The childminder should make greater use of routines such as mealtimes to discuss healthy food choices and lifestyle habits with children to help them develop an understanding of nutrition and lifelong healthy habits.

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About this inspection

The inspector spoke with the childminder during the 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. Unique reference number (URN): EY275858

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Address:

Carinya Peachley Lane, Lower Broadheath Worcester Worcestershire WR2 6QR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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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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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

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

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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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