Lucking, Christina Gemma

Lucking, Christina Gemma

Unique reference number (URN): EY459619 Address: 6 Eastern Avenue, Southend-On-Sea, SS2 5QU Type: Childminder Registered with Ofsted: 14/03/2013 Registers: EYR, CCR, VCR Registered person: Lucking, Christina Gemma

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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 Strong standard

Children demonstrate a range of skills and knowledge that they have learned at the provision. The curriculum and teaching provide children with the opportunities to make rapid progress across the 7 areas of learning. Children remain deeply engaged and show strong focus and concentration when cutting their fruit at snack time.

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Achievement Strong standard

Children show impressive communication and language. They use their extensive vocabulary to engage in mature and meaningful conversations. Children are growing in confidence and independence. They show pride as they put on their shoes before going outside.

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Achievement Strong standard

Children share their toys and understand that sometimes they have to wait a little longer for their turn. Children with special educational needs and/or disabilities make consistent and sustained progress from their starting points. Older children show advanced skills for their age, particularly in mathematics. The childminder ensures that this is supported alongside essential personal, social and emotional skills. This means that children who are capable of achieving more receive the necessary support to achieve across all 7 areas of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear boundaries and expectations for how children should behave. Children hear these reminders consistently. They see the childminder as a positive role model. Children listen well, and there is no resistance or challenge to requests or direction. Children behave in the best possible way and show highly respectful attitudes to the childminder and their environments. Attendance is excellent, and children thoroughly enjoy their time with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children show incredible kindness to their friends. They celebrate their friends' achievements with them, such as when they proudly announce that they used the potty. Children show great concentration and apply themselves positively to their learning. The childminder works in small groups and with individual children to develop listening and attention skills that support concentration skills.

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Behaviour, attitudes and establishing routines Strong standard

Children's manners are impeccable. Children hear praise consistently, which supports the positive choices they make. Children with barriers to learning or special educational needs and/or disabilities have positive attitudes towards their learning because their needs are well met. Children receive sensitive and responsive care from the childminder. This helps to strengthen their relationships with the childminder and their peers. This leads to the wonderfully harmonious environment where children are flourishing.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes children's wellbeing through positive language and consistent praise. Children demonstrate their secure attachment to the childminder as they laugh and play games with her. The childminder has extensive knowledge of children and their families. This is used to create the very best learning opportunities for children and helps to identify health conditions, dietary needs and any barriers to learning.

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Children's welfare and wellbeing Strong standard

Children are incredibly comfortable in their surroundings. They radiate joy and happiness in all activities. The childminder helps children to develop an understanding of a range of feelings and emotions, which are woven into everyday language and routines. As a result, children manage their feelings well and successfully self-regulate their behaviour.

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Children's welfare and wellbeing Strong standard

Children enjoy the extension to learning outside and embrace the fresh air and opportunity to develop larger physical skills. They explore risk and challenge, such as by balancing and climbing on equipment. As a result, children are equipped with the skills and confidence to manage their own safety.

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Children's welfare and wellbeing Strong standard

Children follow clear hygiene practices. They wash their hands independently. The childminder has ensured that children recognise the importance of washing away germs. Children wipe their noses and help to clean the table after snack. They are developing a secure understanding of the importance of good hygiene and health.

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Children's welfare and wellbeing Strong standard

Children are becoming aware of healthy lifestyles and how to make healthier choices. The childminder recognises that children need time and repetition before they make changes that last. New healthy foods are introduced regularly. This approach helps children to embed healthy habits for the future.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious curriculum. She is deeply passionate about her work. This is demonstrated in the high-quality interactions the childminder consistently delivers at every possible moment. She uses a precise evaluation of what children know and can do to plan next steps in learning. This helps them consolidate and deepen their knowledge and close any identified gaps in learning.

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Curriculum and teaching Strong standard

The childminder expertly adapts her teaching to meet children's emerging needs. She promotes children's extensive vocabulary, using every interaction to use new and interesting words. Children with special educational needs and/or disabilities, or those who may face barriers to their learning, benefit from the highly adaptive curriculum. Children are enabled to make excellent progress from their starting points.

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Curriculum and teaching Strong standard

Physical development is an integral part of the curriculum, with extensive opportunities to develop all-round physical skill and strength. For instance, children balance on stepping stones and climb steps to the slide. Children are confident mathematicians, and they use their growing skills across all areas of their play and routines. For example, they match numbers on puzzles and recognise colours in the environment.

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Curriculum and teaching Strong standard

Children are supported in their personal, social and emotional development through the clear expectations and seamless routines. They are encouraged to be kind to their friends and follow the rules. Children play well with others and show a strong sense of identity, which is reflected in their positive attitudes to others and confidence in their abilities.

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Inclusion Strong standard

The childminder accurately identifies where children may be falling behind and when they excel in their learning and development. As a result of this early recognition, targeted plans and support are quickly agreed upon, providing the timely intervention that children need. Swift intervention makes a sustained difference to the progress children make. The childminder has a hugely positive approach to inclusion and has attended training to support her knowledge. This means she can provide the necessary support for children with special educational needs and/or disabilities (SEND). The childminder develops strong and trusting relationships with parents and professionals. She works closely with the local authority SEND team to secure additional support and education, health and care plans for children before they start school. The childminder holds regular reviews to assess children's progress and ensure that any plans continue to meet their needs fully. Activities are carefully

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Inclusion Strong standard

considered to meet children's evolving needs. Children benefit from high-quality teaching and interactions, and as such are incredibly well prepared for the next stage in their education. The childminder works with parents to identify the best way to use additional funding to help remove barriers to children's learning.

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Leadership and governance Strong standard

The childminder uses meticulous evaluation to identify what works well and how to continually drive improvements that ensure excellence for all children. She uses observations and shared feedback with her co-childminder to identify areas for professional development. The childminder attends professional training and explores areas of provision that can be enhanced by her new knowledge. Furthermore, she organises training to support any identified areas of the curriculum that could be further enhanced by using sharply focused assessment of children's progress. For example, she recently attended a course in mathematical learning to further develop her teaching and support more capable children to excel in their learning. This means that evaluation is robust and leads to excellent outcomes for children.

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Leadership and governance Strong standard

The childminder has developed respectful and supportive partnerships with parents. She makes the best possible use of trusting relationships to capture the most up-to-date information about children, including any changes to their circumstances that may create barriers to learning. The childminder is acutely aware of the setting's context. She frequently reviews families' needs and adapts her practice to support any changes. She regularly researches changes at the local and national level. This includes information around nutrition and safeguarding practices.

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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 experience a welcoming and stimulating environment where they feel safe, valued and excited to learn. They arrive happy and quickly become absorbed in play, showing curiosity and enthusiasm as they explore. Children enjoy experimenting with water in the outdoor kitchen. They use words like 'full' and 'empty' as they play. They develop early mathematical skills as they count scoops of sand and step across numbered stepping stones outside.

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Inspector:

Clare Ford Children show deep levels of concentration and pride in their work. For example, when drawing pictures, they talk confidently about their ideas and the people who are important to them. Children's learning builds from their individual starting points. They develop strong confidence in recognising numbers and extending counting beyond 10. Children learn important personal and social skills. They become increasingly independent as they put on their coats and shoes, prepare their own healthy snacks, and make choices about their personal care routines. Their interests and experiences from home are valued and reflected in conversations and play, helping them feel respected and understood.

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Inspector:

Children develop warm, trusting relationships with the adults who care for them and with their friends. They feel a strong sense of belonging because they are treated with kindness and respect. Their views are listened to, and their achievements are celebrated, helping them build confidence and positive self-esteem. When small challenges arise, children are gently supported to share, take turns and understand others' feelings. This helps learning flow seamlessly.

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Inspector:

Children benefit from an inclusive environment where children with special educational needs and/or disabilities are swiftly identified and well supported. Barriers to learning are identified early, and children receive the help they need to succeed. Families are closely involved, and attendance is very good, reflecting how much children enjoy their time here. As a result, children feel secure, develop independence and flourish in their learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminders, parents and children 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:

6 Eastern Avenue Southend-On-Sea SS2 5QU

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Address:

Registered person: Lucking, Christina Gemma

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Address:

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

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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

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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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