Watson, Lindsey Michell

Watson, Lindsey Michell

Unique reference number (URN): EY402727 Address: 170 Titford Road, OLDBURY, West Midlands, B69 4QF Type: Childminder Registered with Ofsted: 12/05/2010 Registers: EYR, CCR, VCR Registered person: Watson, Lindsey Michell

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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 typically make progress in all areas of their learning and development and are well prepared for their next stage of learning. They engage in activities that match their interests and individual needs. Children develop their communication and language through interactions and exploring words and sounds. They develop a love of books by choosing them independently and discussing stories with the childminder. Children strengthen their mathematical skills through their play. For example, they confidently count and identify shapes in books. Overall, children develop independence through everyday activities. They form friendships and actively involve each other in their play. Children learn self-care skills, display increasing independence and tackle problems with growing confidence. However, at times, older children do not have consistent opportunities to develop concentration, independence and explore more complex learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates an understanding of managing children's behaviour. She models calmness and speaks to children gently. The childminder establishes clear and consistent boundaries, helping children to understand the behaviours expected of them. Through her positive and relaxed approach, children develop positive attitudes to learning and behave very well. The childminder encourages children to share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Older children support babies and tidy toys and support them accessing resources. However, the childminder does not consistently ensure that older children can engage deeply with their activities without interruption from babies. For example, she has not created clearly defined spaces to support older children to maintain concentration, develop independence and explore more complex learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

Frequent chances to interact with a broader range of adults and other children enable children to develop excellent social skills and form positive relationships. For example, they visit soft-play centres or go on outings within their local community. The childminder has positive relationships with families. She shares information about their child's development and the importance of attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Children and babies form warm and secure attachments with the childminder, who meets their emotional needs effectively. Children seek reassurance from the childminder, who responds with warmth, affection and a calm, sensitive manner. The childminder supports children to recognise, express and manage their emotions. For example, she uses age- appropriate language to name feelings, models calm responses and offers reassurance and guidance to help children regulate their behaviour. As a result, the environment is relaxed and nurturing, and children demonstrate that they feel safe, secure and content. The childminder is welcoming and inclusive of all children and families. Parents report that their children are happy, settled and eager to attend. Children are well supported through consistent routines, including mealtimes, sleep times and regular outings within the local community.

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Children's welfare and wellbeing Expected standard

Overall, the childminder supports children to develop independence and an understanding of how to care for themselves and their environment. Children follow good hygiene routines, such as washing their hands before mealtimes, and feed themselves with confidence. These routines are tailored to meet children's individual needs. Children demonstrate an understanding of how to keep themselves safe, including when interacting with pets. The childminder's well-established routines for mealtimes and play provide consistency and predictability. This helps children to feel secure and supports their overall wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn. She has developed a curriculum for all areas of learning. The childminder builds effectively on children's interests and supports them to develop the key knowledge and skills needed for future learning. The childminder monitors children's progress closely and identifies their next steps in learning. She ensures that teaching builds on what children already know and can do and takes account of children's differing starting points.

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Curriculum and teaching Expected standard

The childminder interacts well with children throughout the day, using questioning, modelling language and explanations to extend children's learning and understanding. She makes good use of stories and provides a wide range of books that children can access independently and enjoy sharing. The childminder encourages children to explore early writing through a variety of mark-making resources, which they use with enthusiasm. She embeds mathematical learning within daily routines, including counting and number songs. This supports children to develop early mathematical understanding in meaningful contexts.

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Curriculum and teaching Expected standard

The childminder places an emphasis on children's personal, social, emotional and physical development. She supports children to understand and manage their emotions through the use of stories and discussion. Children have regular opportunities to develop their physical skills through appropriate resources at home and visits to local parks and soft-play settings.

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Inclusion Expected standard

The childminder gathers information about children from the start. She plans her provision based on children's individual needs and development. The childminder completes regular assessments and uses this information to plan provision. She regularly shares information with parents and carers about their children's progress. The childminder works closely with families to understand children's routines, interests and emerging needs. This understanding helps her to reduce barriers to children's learning and wellbeing. She adapts routines, activities and support so that all children can fully participate and make progress.

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Inclusion Expected standard

The childminder has started to access further professional development to improve her knowledge of supporting children with special educational needs (SEND). She is keen and would benefit from accessing further training to support children SEND and speech and language training to develop strategies to support children with speech sound difficulties. The childminder has a secure understanding of how additional funding, such as the early years pupil premium, could be used to reduce barriers and meet identified needs. She describes how she will seek advice from external professionals when necessary to support a graduated approach to helping children.

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Leadership and governance Expected standard

The childminder has a clear overview of her setting and evaluates the effectiveness of her provision. She identifies areas for improvement and has addressed recommendations from the previous inspection. The childminder knows children well and plans activities to meet their individual needs. She works closely with parents and carers, maintains effective partnerships and values family engagement, often welcoming returning siblings. Parents report that they are happy with the care their children receive, feel well informed about their child's progress and appreciate the guidance and advice provided. Daily communication, alongside clear procedures for recording accidents and administering medication, ensures that children's welfare is maintained effectively.

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Leadership and governance Expected standard

The childminder has established positive links with the wider community, including other childminders, playgroup staff, schools and nurseries. This supports smooth transitions and children's readiness for the next stage in their learning. The childminder is committed to her professional development and has started to engage in training to enhance the quality of her teaching. However, she has not accessed further training, particularly to support children's speech, language and the development of speech sounds, to strengthen her provision and further support children's communication skills.

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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

This experienced childminder has created a welcoming environment where all children feel happy and secure. Children move confidently through the day, trusting the childminder and knowing what to expect next. They choose toys that interest them and develop their own play ideas as they access equipment stored at their level for safe and easy access. The childminder ensures that she plays alongside the children engaging them with language, listening to their ideas, making suggestions and modelling language. For example, she encourages children to explore soft play by imagining it as a car or airplane and collaboratively planning a journey.

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

Children join in routines, such as tidying toys, washing their hands and preparing for their snacks. This helps to build their independence. Children behave calmly and respectfully at all times. They offer comfort and share resources with each other without prompts. Children show the foundation of kindness and cooperation within the setting. Older children help babies to access resources and keep areas clear for safe movement. These behaviours highlight the nurturing environment provided and demonstrate the childminder's high expectations for positive relationships.

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

The childminder frequently arranges trips so that children can build confidence in unfamiliar environments and broaden their knowledge of the world. By visiting playgroups and libraries, she introduces children to different ways of life and learn to appreciate a variety of cultures. The childminder also uses time spent in parks, playgrounds and soft-play areas to also give children opportunities to further develop their physical abilities.

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

Parents and carers praise the childminder and appreciate the quality of care she offers. They value outings within the local community, believing these experiences are essential for

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Address:

170 Titford Road OLDBURY West Midlands B69 4QF

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Address:

Registered person: Watson, Lindsey Michell

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Address:

Register(s): EYR, CCR, VCR building their children's confidence. Parents also feel assured that their children are safe and happy.

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Next steps

The childminder should allow older children to engage fully in uninterrupted and focused activities, such as by refining the learning environment. The childminder should target her professional development to strengthen support for children's individual learning and development needs.

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About this inspection

The inspector spoke with the childminder, the children and the parents and carers 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. 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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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

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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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