Jordan, Nicola

Inspection date

Previous inspection date 18 May 2015 25 January 2010

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. The childminder promotes children's communication and language development very well. She models effective listening skills and expands children's vocabulary by introducing words that relate to their play. She uses a variety of words to describe children's actions as they jump to pop bubbles, embedding language in a meaningful way.  The qualified childminder offers a caring and nurturing environment for children. She ensures that children's favourite toys and activities are always available. Consequently, they settle quickly, and are secure and confident in the care of the childminder and her assistant.  The childminder and her assistant have a good knowledge of safeguarding procedures and practice. As a result, appropriate action is taken to minimise risk and to keep children from harm.  Children's understanding of the world is promoted well. They plant and nurture a wide

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This provision is good

range of plants and vegetables in the childminder's garden. They also learn to respect and care for animals as they enjoy feeding the family guinea pigs and tortoises.  Children are active and inquisitive learners. They engage in a wide range of interesting learning experiences, which the childminder plans effectively to reflect their interests. Consequently, they make good progress in readiness for school.

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It is not yet outstanding because:

 The initial information the childminder obtains from parents about their children is not sufficiently detailed to fully support her identification of precise learning needs.  The childminder does not maximise the partnership with other providers where children attend, so that children's learning and development is effectively shared and used to support their learning further.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend the level of initial information obtained from parents to include further detail of children's learning and development, in order to plan more precisely for their continued progress from an early stage  strengthen the partnership with other providers where children attend so that information about children's achievements and next steps in learning is shared to support their continuity of learning and development.

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Inspection activities

 The inspector observed a range of indoor play activities, and spoke to the childminder, her assistant and children at appropriate times.  The inspector conducted a joint observation with the childminder.  The inspector checked the evidence of the suitability of the childminder, her assistants and adults who live at the premises.  The inspector looked at children's assessment records, a selection of policies, safety procedures and required documentation.  The inspector took account of the written views of parents.  The inspector reviewed the childminder's self-evaluation form.

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who attend. This is good

The childminder's detailed observations and precise assessments of children's skills enable her to accurately identify and plan for their next steps in learning. Young children giggle with delight as they enjoy copying the assistant's and the childminder's actions to nursery rhymes. They develop an increased awareness of their bodies as they move in rhythm to the tune. Children are motivated and persevere at challenging tasks. This is because of the genuine praise and encouragement they receive. Older children respond well to the childminder's probing questions. As a result, they work out how to create different shades of colours for their intricate artwork. Parents are kept well informed of their children's achievements. For example, the childminder records special moments, such as children's first steps, and shares these with parents. She works closely with them to obtain relevant information when children first begin attending. However, some of the initial information

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who attend. This is good

obtained does not include enough detail of children's development, to enable her to plan even more precise next steps in learning to maximise their early progress.

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good

Children develop good independence skills. This is because the childminder and her assistant provide them with opportunities to have a go at doing things for themselves. For example, they make independent choices from a wide range of good quality toys and activities. Consistent reminders and clear explanations are given to ensure that children are fully aware of how to keep themselves safe. Children receive a very good range of healthy, nutritious food which the childminder provides. Daily opportunities for fresh air and exercise in the childminder's inviting garden stimulate children to be active. Visits to local parks and outings to adventure playgrounds enable children to develop their larger muscles as they run freely and use balancing equipment during these visits.

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provision is good

The childminder understands her responsibility to meet and implement the requirements of the Early Years Foundation Stage. She manages her assistants' performance through informal supervision meetings. Training needs are identified and there is strong commitment to continuous professional development. As a result of the childminder's recent training, she now has an enhanced understanding of identifying possible behaviours linked to specific special educational needs and/or learning difficulties. The childminder is reflective and continuously evaluates her practice and monitors the educational programmes. The childminder is aware of the need to form positive working relationships with other provisions that children attend. For example, she takes account of the topics and themes that children are learning in nursery, by planning activities that complement these. However, the childminder does not always refer to children's precise

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provision is good

next steps when sharing information relating to children's achievements.

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Setting details

Unique reference number EY321203 Local authority Hertfordshire Inspection number 862403 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 20

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Name of provider

Date of previous inspection 25 January 2010

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Telephone number

The childminder was registered in 2006 and lives in Knebworth. She employs three assistants, all of whom work on a part-time basis. The childminder holds a relevant childcare qualification at level 3. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

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

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