Hillreiner, Dianne

Hillreiner, Dianne

Unique reference number (URN): 2828104 Address: Franji, Silver Street, MARKET RASEN, LN8 5PJ Type: Childminder Registered with Ofsted: 20/03/2025 Registers: EYR, CCR, VCR Registered person: Hillreiner, Dianne

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Overall, children develop confidence from when they first start attending. They ask the childminder questions, listen to her and follow her instructions. For example, children are shown how to put a nappy on a toy doll. They watch, listen and copy the childminder's actions before beginning to carry out this task on their own, showing what they have learned. Children talk enthusiastically to their peers about their birthdays in social situations, such as snack time, when children sit around a table with the childminder and eat together. Children who struggle to communicate begin to say their first words. Older children show their understanding of numbers when they count how many pieces of fruit they have in their bowl. They learn how to be considerate to others as they kindly pass fruit to their friends when they do not have any. This helps them build on their interactions with others in preparation for their move on to school. Children show their physical strength as they throw

p.2

Achievement Expected standard

objects to stick on doors, helping them to develop precision and accuracy.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children's behaviours well. This includes helping children understand what is expected of them and helping older children understand the consequences of their actions. Children show they understand daily routines that are in place. For instance, they work together to arrange mats for sitting near the childminder in anticipation of a story. Furthermore, children take chairs to the sink so they can stand on these to wash their hands by themselves. The relationship between the childminder and children is positive. She gives children clear instructions, which they follow. For example, when the children pretend to go to a nail salon to have their nails painted, the childminder instructs them to patiently wait their turn. Children are reminded to say 'thank you', promoting positive manners. Children show pride in their achievements. They smile and ask the childminder to look at what they have done, such as when they manage to stick toys to

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of children's regular attendance to promote their wellbeing and their understanding of following daily routines. She monitors attendance and has procedures in place if children do not attend to ensure that she is aware of the reason.

p.2

Children's welfare and wellbeing Expected standard

The childminder adapts settling-in visits for children, depending on their individual needs. These can be shorter for some children or more frequent for others. This helps children to settle at their own pace, promoting their emotional wellbeing. The childminder follows routines children have at home when they first start, such as sleep and mealtimes. This helps children receive responsive interactions from the childminder that help them feel safe and secure.

p.2

Children's welfare and wellbeing Expected standard

Children have outdoor experiences daily to promote their physical health. The childminder encourages children to try different foods to help expand their diet when they are reluctant to do so. Children independently wash their hands before eating and understand that this is to remove germs. However, other personal care routines are not supported as effectively. For instance, the childminder wipes older children's noses when they are capable of doing this themselves. The childminder plans experiences for children to learn how they can keep themselves safe. This includes practising fire drills. Children understand the procedure and say they must exit the door and stand by the garden plants.

p.2

Children's welfare and wellbeing Expected standard

The childminder helps children understand their feelings and emotions. For example, she shows them images of facial expressions and asks children how they are feeling and why. Children reply they are happy because they are with the childminder and eating fruit.

p.3

Curriculum and teaching Expected standard

The childminder plans a curriculum to help children learn about celebrations that happen throughout the year, such as Valentine's Day and Mother's Day. Furthermore, she uses her assessments to help identify how she can support children to build on what they already know and can do from their starting points in learning. For example, she plans experiences for children to learn about foods people eat in other countries. The childminder adapts her interactions generally well to support some less-confident children to engage more and communicate during group times. This includes asking them questions and offering ideas and suggestions to support them. For example, she asks children to describe textures they feel in books and helps them learn new words, such as 'bumpy', to build on their vocabulary. The childminder helps children develop their mathematical skills. For example, she shows them how to use their fingers to make different shapes in sand. Children have opportunities

p.3

Curriculum and teaching Expected standard

to be physically active. They show typical balance and coordination as they jump on soft shapes when they pretend the floor is lava. If children become upset or distressed, the childminder supports their emotional wellbeing. For example, she uses distractions, gives them cuddles and talks to them about how they are feeling. The childminder has identified further training opportunities to develop her understanding of how to support children's behaviour further.

p.3

Inclusion Expected standard

The childminder develops her knowledge of how to support children who face barriers to their learning and wellbeing. For instance, she researches information online to help her support children with special educational needs and/or disabilities. This includes observing and assessing children's abilities and identifying any gaps in their learning. She speaks to parents and other professionals to help understand how to support children and reflect on the progress they make. For example, to support children's developing speaking skills, the childminder uses repetitive words and names objects, which helps enhance their understanding and use of new vocabulary. This helps to generally reduce barriers to some children's learning. The childminder uses additional funding that some children use to meet their individual needs. For example, new resources and trips away from the home are organised to provide further opportunities for children to follow their interests and support

p.3

Leadership and governance Expected standard

Since registering with Ofsted, the childminder has improved her provision for all children, including those who may face disadvantages. These include carrying out more thorough risk assessments in her home and garden to ensure children's safety. The childminder has padlocks on garden gates to stop children leaving her care unaccompanied. Furthermore, she ensures that she and any assistants she works with are always in sight and hearing of the children. The childminder considers her ability to support children's care, safety and learning when she changes ratio requirements.

p.4

Leadership and governance Expected standard

The childminder intends to develop her practice and that of any assistants she works with further. For example, she plans to refresh her safeguarding knowledge and attend training courses to further support children's communication and behaviour. However, although the childminder talks to parents about activities she offers their children, she does not consistently share information with them about how she intends to build on their learning. Additionally, she does not help all parents continue to support their children's learning at home.

p.4

Leadership and governance Expected standard

If children attend other early years settings as well as the childminder's setting, the childminder does not gather or seek information from staff to help provide more consistency in their care and learning.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy to arrive at the childminder's home. They show confidence as they independently select and engage in activities offered. This includes selecting role-play equipment to transport objects from one container to another, supporting their understanding of weight and measure. Overall, children are supported to build on what they already know and can do when they first start attending. Through the childminder's curriculum, learning is tailored to meet children's individual needs and what they need to learn next. Children are keen to engage the childminder in their learning experiences. They express their thoughts and ideas, which the childminder values. Children ask the childminder questions. For instance, when they ask her how to get objects out of a container, children are encouraged to consider different tools they can use. This contributes to children thinking independently and learning skills for the future. Children show positive relationships with the childminder.

p.5

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

They joke with her and smile at the warm interactions they have together. The childminder helps children with additional needs make progress in their development. This includes using repetitive words and naming objects to support their early speaking skills.

p.5

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

The childminder asks parents to provide information about the places their children visit with their families and photos of their activities. She uses this information effectively to identify how to support children's learning further and to encourage them to talk about their experiences. Children's attendance is monitored through, for example, keeping up-to-date registers that indicate when children arrive and leave the childminder's care. The childminder quickly identifies the reasons why some children do not attend on time, promoting their welfare and safety.

p.5

Address:

Franji Silver Street MARKET RASEN LN8 5PJ

p.6

Next steps

The childminder should strengthen the support for older children to manage their personal needs. The childminder should strengthen partnerships with parents to share information about how she intends to support their children's development and how they can contribute to their learning at home. The childminder should establish partnerships with staff in other early years settings where children also attend to provide a more consistent approach to their care and learning.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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. Operating hours: Monday,Tuesday,Thursday : 07:30 - 17:30,Wednesday,Friday : 08:00 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8