Green, Kelly Diane

Green, Kelly Diane

Unique reference number (URN): EY420674 Address: Carinya, Peachley Lane, Lower Broadheath, Worcester, Worcestershire, WR2 6QR Type: Childminder Registered with Ofsted: 10/12/2010 Registers: EYR, CCR, VCR Registered person: Green, Kelly 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 across all areas of learning. They develop communication and language skills through conversation, storytelling and imaginative play. Children describe penguins and their behaviour, using new vocabulary such as 'emperor' and 'waddle'. Their early mathematical skills are strengthened through practical activities, including counting, comparing size and cutting fruit into halves or quarters at snack time.

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Achievement Expected standard

Children develop independence, confidence and social skills through daily routines and group activities. They play cooperatively in the construction area, ride scooters outdoors and problem-solve during sensory experiences. However, at times, younger children do not fully engage in certain activities. They are not always given enough opportunities to think independently, extend their language and build confidence, which can slow their progress compared with their peers.

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Achievement Expected standard

Children are motivated and curious, and they enjoy their learning in a supportive and inclusive environment. They are developing skills and knowledge that prepare them well for the next stage of learning, including school. Their growing confidence in speaking, cooperating with others and managing simple tasks independently help ensure a smooth transition to future learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm, structured environment with clear expectations for behaviour. Children respond positively to guidance. They use walking feet and are able to predict potential consequences. For example, they say, 'I might hurt myself' when reminded not to run indoors.

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Behaviour, attitudes and establishing routines Expected standard

Warm attachments are evident, with children freely giving cuddles and expressing 'I love you', supporting their emotional wellbeing. Children are encouraged to take turns, share resources and collaborate during play, developing effective interpersonal skills. Routines, such as mealtimes, promote independence and self-care, helping children gain confidence in everyday tasks.

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Behaviour, attitudes and establishing routines Expected standard

At times, some activities are overly directive and too many resources are introduced simultaneously. This means young children become hesitant or unsure, which can affect their engagement and persistence. Adjusting the pace and focus of activities allows children to approach challenges with more confidence, take initiative and sustain attention during play.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive self-regulation, cooperative behaviours and growing confidence. They thrive in a safe, nurturing and structured environment that supports their social and emotional development. The childminder consistently encourages punctuality and regular attendance, helping children develop routines and a positive attitude towards learning.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm, nurturing and inclusive environment that promotes children's welfare, emotional wellbeing and sense of belonging. Children feel secure and confidently explore new experiences, seeking reassurance when needed. A sensory corner with textured materials and soft lighting supports emotional regulation and self-confidence.

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Children's welfare and wellbeing Expected standard

Daily routines meet individual needs. Outdoor play helps develop physical skills, coordination and risk awareness, while mealtimes allow children to serve themselves and practise effective hygiene, reinforcing independence and responsibility.

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Children's welfare and wellbeing Expected standard

The childminder models positive behaviour and empathy, helping children recognise feelings, manage emotions and resolve minor conflicts. Occasionally, when activities are led by adults, younger children sometimes step away, missing opportunities to make choices, build confidence and develop resilience.

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Children's welfare and wellbeing Expected standard

Children enjoy exploring and learning new skills. They practise helping themselves, cooperating with others and making friends. These experiences help children gain confidence, learn how to work with others, and be ready for the next stage of learning.

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Curriculum and teaching Expected standard

The childminder delivers a broad and engaging curriculum that builds on children's interests. Hands-on activities, such as ice exploration with toy penguins, support fine motor skills as children use pipettes, spoons and plastic knives to free the figures. They problem-solve, compare sizes and develop vocabulary linked to the Arctic. They use words such as 'warm' and 'cold' to describe water and ice. Story discussions about penguins, including what they eat and how they keep warm, encourage curiosity and support language development. Children link learning to their own experiences. They talk about wearing coats, scarves and gloves in cold weather.

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Curriculum and teaching Expected standard

Teaching is interactive and purposeful. The childminder models language, encourages prediction and prompts children to explain their thinking. During snack time, children make choices about plate and knife colours, cut fruit safely, pour drinks and practise good manners, reinforcing independence and self-care. However, the childminder sometimes introduces too many resources into children's play. For example, ice blocks, penguins, water jugs, small saws and pipettes, and her interactions are often directed at older and more confident children. Younger children can become overwhelmed, which limits their engagement, contribution and opportunities to think independently. Adjusting the pace of activities and ensuring that all children are included in discussions would strengthen engagement, confidence and language development for everyone.

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Inclusion Expected standard

The childminder creates a welcoming and accessible environment. Activities are adapted to suit individual abilities and interests, promoting engagement, social interaction and independence. The childminder has experience of supporting children who need extra help. This demonstrates her ability to tailor experiences and remove barriers, enabling all children to access learning and daily routines effectively.

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Inclusion Expected standard

Families are valued partners, with frequent and responsive communication. The childminder monitors children's progress closely, using observations to adapt activities and support both learning and emotional development. She engages parents effectively through discussion and digital communication, maintaining effective partnerships that reinforce inclusion and consistency between home and the setting.

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Inclusion Expected standard

However, the childminder often directs questions to older, more confident children, which limits opportunities for younger, less confident children to fully participate, to further extend their vocabulary and engage in discussions. While most children remain supported and engaged, ensuring that all children are included during questioning would strengthen their communication, self-assurance and overall participation, so that every child benefits equally from activities and routines.

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Leadership and governance Expected standard

The childminder, with her co-childminder and any assistants, is committed to providing high- quality care and education. Roles and responsibilities are clear, and together they maintain a safe, stimulating environment and a nurturing, inclusive culture where children feel valued. She regularly reflects on the curriculum, policies and daily routines, and she completes training to develop her knowledge and skills. Parents report positive partnerships that support children's confidence, progress and wellbeing. The childminder offers effective support to any assistants, which helps manage workload and maintain their wellbeing. However, the childminder has not yet identified that her approach to planning activities and interactions does not consistently meet the needs of all children.

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Leadership and governance Expected standard

Overall, her dedication and reflective approach ensure that children benefit from a caring and well-organised setting.

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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 in a warm, nurturing and structured environment where they feel safe, valued and supported. They form secure attachments with the childminder, freely giving cuddles and confidently expressing their emotions, often saying, 'I love you'. A quiet tent area with mirrors allows children to explore facial expressions and self-awareness, supporting their emotional development effectively.

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

Children enjoy a wide range of learning experiences that build on their interests. Sensory activities, such as exploring ice blocks with toy penguins, develop fine motor skills, problem-

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About this setting

Unique reference number (URN): EY420674 solving and encourage thoughtful conversations. Story time and discussions about penguins, including what they eat and how they keep warm, support children's curiosity, language development and connections to real-life experiences. Children link learning to their own lives, talking about wearing coats, hats and gloves to stay warm.

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About this setting

Independence is promoted at snack time, as children choose the colour of their plates and knives. They cut fruit safely, pour drinks and use good manners. Positive relationships are evident. Children cooperate, take turns and support each other during play. They understand routines and boundaries, demonstrating self-regulation and safety awareness. For example, children say, 'I might get a big ouch' when reminded not to run indoors.

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About this setting

Families are welcomed and actively involved, with the childminder maintaining regular communication, sharing progress and involving parents in daily routines. Children are happy, engaged and confident. They develop independence, social skills and early learning abilities while feeling secure and supported, forming secure foundations for future learning and wellbeing.

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Next steps

The childminder should ensure that the intent of each activity is clear so that children understand what they are learning, remain focused and make even better progress. The childminder should refine her interactions to respond to all children so that every child is fully supported to think, contribute and develop confidence, social skills and independence.

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About this inspection

The inspector spoke with the childminder 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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Address:

Carinya Peachley Lane, Lower Broadheath Worcester Worcestershire WR2 6QR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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