Lucking, Christina Gemma

Inspection date

Previous inspection date 10/09/2013 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has exceptional knowledge of early childhood development, how young children learn and planning and assessment arrangements. This ensures that all children make very good progress in all areas of their development.  Excellent partnerships with parents are established. This enables the childminder to gather all the required information about children's care needs and developmental progress to ensure their individual needs exceptionally are met.  Children experience a smooth changeover to and from the childminder's care because she has extensive knowledge about how to support children during times of change.  The childminder is extremely reflective in her practice and seeks every opportunity to increase her knowledge and skills. This has a measureable impact upon the quality of care she provides for children.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities in the conservatory, dining and living rooms and garden.

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Inspection activities

 The inspector discussed planning for children's developmental needs and interests and how children's well-being is promoted.

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Inspection activities

 The inspector looked a sample of documentation including policies and procedures and evidence of suitability.

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Inspection activities

 The inspector looked at the information that is shared with parents and responses from parent questionnaires.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works with another registered childminder. She lives with her husband and two children aged two and five years in a house in Southend-on-Sea, Essex. The whole of the premises and the garden are used for childminding. The family has a cat as a pet.

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Information about the setting

There are currently four children on roll, of whom two are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am until 6.30pm Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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To further improve the quality of the early years provision the provider should:

 explore further the ways that children can move more confidently in a range of ways, enabling them to safely negotiate space and take safe risks.

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who attend

The childminder is very skilled and knowledgeable about early childhood development, the characteristics of learning and the different learning styles of children. Children's activity plans, observation and assessment arrangements are fully embedded and they are used extensively to inform future activities. This means that plans are individually tailored and children make exceptional progress. Effective partnerships with parents mean that the childminder obtains all the required information with regards to children's development needs which she uses well to inform her planning for each day. Children's individual learning journals provide a rich textual narrative of children's learning and development. Journals include a combination of photographs, observations of children's development and identified next steps in children's learning. Effective systems are in place with regards to the progress check at age two for children because the childminder works with parents

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who attend

and other agencies in completing children's reports. As a result, all children's learning and development are rigorously monitored. The childminder successfully supports children's transition onto school as there are regular visits to the school, this includes story sessions and meeting the teacher. Activities in the home are organised and children can wear their school uniform and take a pack lunch for the day. Children are extremely confident and settled as the childminder develops very good relationships with the children. The childminder works alongside another registered childminder and they have implemented a key person system. This results in close monitoring of children and their learning and development needs are consistently met to a high standard. Children are able to choose their key person and the childminder assesses the interactions and relationships between children and adult. The care for young babies is

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who attend

exceptional, as babies are sensitively handled and there is a lot of close affection during care routines. The childminder constantly cuddles and reassures young babies and she knows their individual sleeping routines and when they are hungry.

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who attend

The childminder understands the importance of promoting children's speech, language and self-expression as she continually talks to children during their play and daily routines. The childminder attentively listens to young children's emerging speech and language, as she repeats key words, observes gestures and knows what the child is trying to say. Therefore, children do not become frustrated, as they listen and respond well to the childminder's suggestions and explanations. Children have access to a selection of books and stories as the childminder links in key books with themed topics, for example, shapes and colours. They also have very good opportunities to develop their emerging writing skills as drawing, painting and chalking activities are introduced by the childminder to encourage children to make marks and promote their self-expression.

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who attend

Children have lots of opportunities to learn about early mathematical concepts through daily routines and planned activities, for example, children count jigsaw shapes up to ten and then count on their fingers. Children have very good regular opportunities to learn about the natural world by planting sunflowers and discovering the world of insects and small creatures. There are regular trips out to the local park, the country park and farm, providing children with very good opportunities to learn about the local community and the wider world. Children are able to develop their physical skills, for example, the childminder involves them in daily music and movement activities. Children enjoy a game of bat and ball, as they attempt to catch, throw and hit the ball. The childminder interacts very well with the children as she encourages children to think about and predict what would happen. Children access the outdoor play area all year round. During the summer

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who attend

months older children plan their own activities, for example, they build dens, designating roles and tasks to one another and including younger children in the role play. There is scope, however, for children to further explore and negotiate space and learn to take safe risks, thus building on children's existing confidence and skills.

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The contribution of the early years provision to the well-being of children

Children in the early years age range are exceptionally well cared for, as the childminder takes time with children and parents to build effective and close relationships in meeting the needs of the children. She works closely with parents to ensure that handover times are calm and children can adjust to the change. The childminder adapts her daily activities to suit children's individual care needs. For example, some children need more support than others when returning from summer holidays. She recognises that it is important for younger children to follow what they enjoy and what interests them as this is how they learn best. As such, the childminder stands back and allows children to come and go freely from room-to-room. The very timely intervention of the childminder means that children have ample opportunity to try things out for themselves and persevere with tasks. This helps them to become highly independent and capable. They lead their play and repeat

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The contribution of the early years provision to the well-being of children

the things they enjoy. She knows that as children become older there will be an increased focus on adult-led activities to help prepare children for school.

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The contribution of the early years provision to the well-being of children

The childminder understands young children's behaviour patterns, their emerging emotional needs, combined with their increasing language skills and independence; this enables her to support children's good behaviour well. The childminder, therefore, focuses her attention on the children, providing inspiring and exciting activities that successfully capture and sustain their attention. The childminder is a positive role model and always uses explanations and discusses what is happening in the home. This helps children to learn about routines and boundaries. Children play in a very well organised environment where they can safely self-select from a very good range of activities both indoors and outside. Children have delight playing in the well-resourced garden area where they can freely access outdoor play, promoting exercise and fresh air.

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The contribution of the early years provision to the well-being of children

Children's health and personal safety is paramount as the childminder ensures risks to children and cross-infection is minimised within the home. Children know to wash their hands before meal times and after creative activities, and there are reminders from the childminder during the day. Healthy meals and snacks are freshly made which ensures that they are low in salt, fat and sugar content. Younger children also have opportunities to have a midday rest and this helps them later on the day as they are able to concentrate in their play. Children learn about safety through daily routines, for example, they negotiate the small step leading in the garden area. They practise regular fire drills and there are regular discussions about road safety and being safe when on trips to the park.

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The contribution of the early years provision to the well-being of children

Partnerships with parents are exceptional as the childminder ensures all parents are extensively informed about their child's care. There is a wealth of written information that is shared with parents, and the childminder takes every opportunity to record new information, such as individual achievements. There are regular parent evenings where the childminder writes a summative report of the meeting with recommendations to further enhance the children's learning and development.

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provision

The childminder holds an early years qualification at level 3 and she has worked as an early years practitioner in a number of early years settings. This results in her being able to provide excellent experiences for children, enables them to settle quickly and make rapid progress. The organisation of documentation, including policies and procedures, is of a very high standard which enable the childminder to quickly and effectively manage children's care. The children's health and safety is paramount and the childminder has an excellent understanding of her role in safeguarding children. She has completed safeguarding training and the childminder can readily identify the signs and symptoms that might cause her concern about children's well-being, and knows what action she would take. Risk assessments are comprehensive and cover all areas of the premises. Outings are also carefully assessed for risk; this ensures that any potential hazards to

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provision

The childminder is very passionate and committed to the childminding and has worked extremely hard in ensuring the best care and learning is provided for children. The childminder is reflective in her practice; using self-evaluation as a means to measure the quality of care she provides. Parents contribute their views and ideas readily and the childminder observes children's responses. The childminder constantly strives on building on her excellence as she is always looking at new ways of developing her practice; for example, by building on relationships with the local children's centre and sharing effective practice with other childminders. The childminder ensures the environment is inclusive and welcomes all families and children. She ensures that cultural heritage, celebrations and festivals are integral with the environment through displays, activities, resources and themed celebrations.

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provision

Parents are extensively informed about their children's care, learning and development. Parents are given policies and procedures and they are regularly informed about events and activities. They are highly complementary of the childminder and her work and feel that children's needs are very well met because she fosters children's uniqueness and individuality. There are excellent systems in place for working with other professionals, including other early years settings and information is regularly shared to ensure continuity of care is effectively promoted.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY459619 Local authority Southend on Sea Inspection number 909399 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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