Lucking, Christina Gemma

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are very comfortable in the childminder's home. They play cooperatively with their friends, accessing a range of activities that capture their interests. For example, children become engrossed in building sandcastles, happily sharing a selection of tools and equipment. They are well supported by the childminder who encourages them to consider why the sand is not sticking together. Children explore the effects of adding more water, enthusiastically talking about what is happening. They hear interesting words such as 'flood' and 'consistency', helping to expand their existing vocabulary.

p.2

The provision is good

Children are confident to extend their play independently. They decide to fill up jugs with water, and even the youngest children are able to competently turn the tap on the water butt. They know they must wait patiently, saying 'my turn'. Children demonstrate skill and accuracy when they pour the water into a funnel, excitedly watching it flow down the guttering.

p.2

The provision is good

Children show that they are developing mathematical awareness. They compare the number of toy cars, commenting they have more or less than their friends. They understand how to meet their own health needs, immediately going to wash their hands when they are told lunch is ready. Children clearly know the childminder's rules and boundaries, recognising that the kitchen gate is closed because she is cooking.

p.2

need to do better?

n The childminder and her co-childminder form an exceptionally strong, supportive team. They regularly evaluate each other's practice to drive improvement. They continually reflect on the success of activities, deciding how to increase children's enjoyment and learning. The childminder recognises how changes have a positive impact on children's development. She has noticed that children use the mark-making equipment more since it was moved into the playroom. n The childminder involves parents and children effectively in evaluating her provision. They complete questionnaires to express their views. The childminder displays the children's opinions in their own words, giving them an opportunity to have their voices heard. n Interactions between the children, the childminder and her co-childminder are warm and trusting. There is a well-embedded key-person approach, helping children build strong relationships with a special person who knows them

p.2

need to do better?

extremely well. n The childminder engages children in meaningful conversations, extending their communication skills. They look at books together and the childminder skilfully builds on children's existing knowledge. For example, children now know the

p.2

need to do better?

6 March 2020 difference between a police helicopter and other helicopters, remembering that the police have lights to 'catch the bad guys'. n All children proudly show that they can use a knife capably to slice their own bananas and strawberries at snack time. This helps strengthen their small muscles and hand-eye coordination and fosters a real sense of accomplishment. n The childminder uses effective systems to keep parents very well informed about the provision. She shares current health information, making sure they are clear on policies developed to protect their children. Parents are very satisfied with the level of communication. They receive a daily dairy and electronic updates. They can also contribute comments about their children's achievements at home, promoting effective two-way information sharing. n Parents say the childminder and her co-childminder provide 'excellent care' and always have time to talk. For example, they appreciate the support they receive

p.2

need to do better?

regarding toilet training and eating issues. The childminder follows parents' wishes, adopting a consistent approach to children's care. However, in some instances, she does not always use professional development opportunities and her own research to confidently provide the best possible guidance. n The childminder gathers information from parents when children first start. She uses this information to identify what children can already do and how to support their further development. The childminder adopts innovative methods to fully involve parents in children's ongoing progress. For instance, she shares detailed information about children's next steps in their learning. This includes experiences the childminders provide, with enjoyable ideas for parents to continue and enhance this learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is clear about the signs and symptoms that might indicate a child is at risk of harm. This includes children who may be exposed to the effects of extreme views and behaviours. She keeps updated with the changes in local authority safeguarding procedures, ensuring that she is confident about where to report her concerns. The childminder understands the importance of monitoring children's registers to identify patterns of attendance that may highlight children's well-being is compromised. She knows the actions to take if there is an allegation against her or her co-childminder.

p.3

should:

n research professional development opportunities to focus on providing even higher quality advice and guidance to parents regarding children's learning and development.

p.3

Setting details

Unique reference number EY459619 Local authority Southend-on-Sea Inspection number 10075400 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 18 July 2016

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Westcliff-on-Sea, Essex. She works with another childminder and operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. She holds a full and relevant qualification at level 3. The childminder receives funding for the provision of early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder explained to the inspector how she organises her provision and how this supports children to make progress. n The inspector spoke to the childminder, her co-childminder and the children at appropriate times during the inspection. n The childminder and the inspector carried out a joint observation of an activity and discussed the impact on children's learning. n The inspector observed children playing inside and outdoors and assessed the quality of the childminder's interactions. n A range of documentation was reviewed, including children's attendance registers, evidence of the childminder's suitability and the safeguarding policy. n The inspector spoke to parents and also took account of their written views.

p.4

Inspection activities

6 March 2020 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.

p.4

Inspection activities

6 March 2020 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

p.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6