Nelms, Emily-Jane Mary

Childminder

Unique reference number (URN): 2833595 Registered with Ofsted: 24/07/2025 Registers: EYR, CCR, VCR

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently has high expectations for all children's behaviour. She teaches children the importance of sharing, taking turns and being kind. For example, when children draw pictures, she helps them realise the benefits of taking turns with colours, explaining that everyone's picture will be how they want it if they do this. Children subsequently make positive choices to help their friends, resulting in a harmonious environment where children thrive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that she and her assistants have embedded consistent routines for the children. Children are forewarned about changes in activities so that those who find transitions challenging can anticipate and prepare for these. They know to wash their hands before eating and to help to tidy up resources when they have finished playing with them, and they do this willingly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently forges warm and nurturing bonds with the children in her care. They frequently seek cuddles when they require reassurance and ask for help when they need it.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is consistently positive in her approach to attendance. She works closely with parents to ensure that they understand the benefits of punctuality and regular attendance. This helps children, including those facing barriers to their learning, to form highly positive relationships and gain a firm sense of belonging at the setting.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's wellbeing. She ensures that planned activities involve this daily. For example, children are regularly asked how they are feeling or if they enjoy joining in with emotion stories and songs, exploring how they feel and why. Conversations between children and staff are recorded next to children's photos so that all staff can see how a child might be feeling and support them accordingly if required.

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Children's welfare and wellbeing Strong standard

Children are consistently supported to make healthy choices. The childminder and her assistants plan, prepare and deliver a highly nutritious menu for the children. At mealtimes, the childminder discusses why certain foods benefit our bodies, encouraging children to try new foods. Children spend time outside each day being physically active. They delight when the childminder challenges them to races across the garden to the next activity, increasing their heart rates as they do so. Children enjoy playing with ride-on vehicles and crossing balancing stepping stones. This helps develop their core strength and stability.

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Children's welfare and wellbeing Strong standard

The childminder is highly effective at recognising children who may require additional help. The trusting bonds that she forms with parents establish open communication about potential barriers to children's learning or wellbeing. For example, when concerns arise, parents readily meet with the childminder to discuss these and make plans for effective future actions.

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Inclusion Strong standard

The childminder monitors each child's progress through frequent observations and assessments. This allows her to swiftly identify any potential barriers to learning. She shares her accurate records and any concerns with parents and other relevant professionals, including occupational therapists. The childminder seeks and implements advice provided by other professionals to reduce barriers to learning. For example, she provides walking supports of various kinds for children experiencing physical challenges, and she uses quiet zones for children who need time to regulate their emotions. Her adaptations ensure that children access the best support exactly when they need it, promoting success for all.

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Inclusion Strong standard

The childminder ensures that all of her assistants gain a thorough understanding of each child's specific needs. She has implemented training, including how to use Makaton, to help all adults obtain the skills they need to aid children in gaining equal access to the provision. The childminder has a clear understanding of how to support all children, including those who are disadvantaged, to make sound progress. She works closely with parents to learn about experiences and challenges at home, and then uses this information to enhance her provision, bridging any gaps that may arise. This reduces children's barriers to learning highly effectively.

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Leadership and governance Strong standard

The childminder has a clear understanding of her provision's strengths and areas for development. She places children's interests at the heart of all the decisions she makes. The childminder ensures that she adapts her policies, environment, curriculum and practice to meet the needs of all the children in her care. She seeks out professional development opportunities for herself and her assistants to strengthen knowledge, skills and expertise. For instance, when acknowledging that babies and children with speech and language difficulties found communicating their needs difficult, she and her team completed Makaton training to support those children's needs. The childminder uses appraisals to identify each assistant's strengths and areas for development. Her assistants feel highly supported and that their workload is manageable, and they are very happy in their work.

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Leadership and governance Strong standard

The childminder works closely alongside 2 other childminders who act as support and offer advice for one another. She also seeks advice from the local authority and other professionals when appropriate. These partnerships help her to be reflective and share best practice.

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Leadership and governance Strong standard

Engagement with parents and carers is a particular strength of the setting. Her purposeful communication keeps them fully informed about each child's experiences and ongoing progress. The childminder is beginning to form links with local pre-schools and schools, supporting smooth transitions for children.

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Achievement Expected standard

The childminder focuses on children gaining a secure foundation in the prime areas of learning. She supports effective communication through modelling and making suggestions to children during their play. For instance, when children build towers with friends, she starts conversations about what they are building, leading to the children continuing this independently. The childminder provides an abundance of opportunities for children to be physically active and ensures that all children feel confident as they play, learn and socialise.

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Achievement Expected standard

Children typically make sound progress from their individual starting points. This includes children facing barriers to their learning, including special educational needs and/or disabilities. The childminder works closely with families to determine what children already know and can do and where they require support. Shy and reserved children are offered small-group time to encourage self-confidence, for example. However, at times, plans do not focus precisely enough on next steps. This means progress opportunities for some can be, at times, narrowed.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she provides. She prioritises skills children need to become confident, independent learners as they progress on to school. Children learn to deal with their own shoes, coats and belongings, and they enjoy taking on responsibilities, including helping at mealtimes. When children face challenges during their play, such as chalks not working properly on the board, she asks them to think about why. Children subsequently learn resilience and how to problem-solve for themselves.

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Curriculum and teaching Expected standard

The childminder knows the children extremely well and ensures that her assistants do too. She understands children's starting points and uses assessments to plan for children's next steps. However, her curriculum does not yet consistently and precisely focus on these. This means that, at times, some children's rates of progress are inhibited.

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Curriculum and teaching Expected standard

The childminder focuses on children's physical development and communication. Children have ample opportunities to develop their gross motor skills outside when jumping, balancing and playing on equipment at local parks. Small muscle dexterity is practised when children use mark-making tools and pour sand and water between containers with growing accuracy. The childminder engages in high-quality interactions with children, modelling ambitious vocabulary and allowing children time to think before responding.

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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 settle swiftly as they anticipate the fun day ahead at the childminder's welcoming setting. They benefit from the close bonds they have formed with the nurturing childminder. This helps them to feel safe and secure and gain a sense of belonging. Each child is known extremely well. Their strengths and successes are praised, and character is celebrated. For instance, the childminder claps and commends children for using their manners when playing with friends, and she tells children they have done a great job when building stable towers with bricks. This supports children's resilience and favourable behaviour choices.

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About this setting

Unique reference number (URN): 2833595 Children demonstrate confidence as they freely explore the setting, selecting resources and activities that spark their interest. They demonstrate imagination when they make marks and give meaning to them and when engaging in role play activities. The childminder extends their play in the toy kitchen area when she joins in, asking questions such as, 'What is for dinner today?' and 'What can I do to help?'

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About this setting

Parents enjoy the friendly handovers and exchanges of information about their child's learning and care each day. The childminder uses these opportunities to remind parents of the importance of regular attendance. This helps children to forge positive relationships, feel settled and eager to join in. Effective communication and collaboration with families support children's development. For example, she regularly updates parents with progress and supports them in working with other professionals.

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About this setting

Typically, all children make sound progress from their starting points. They communicate with confidence, talking about their families and things they have seen in shared books. The curriculum is enhanced through the children accessing a range of experiences outside the setting. These include visits to groups and local nature reserves. Consequently, children gain confidence in a variety of social situations and learn to appreciate the natural world.

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Next steps

The childminder should develop curriculum planning to focus more precisely on individuals' next steps to support progress and enhance children's learning experiences even further.

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About this inspection

The inspectors spoke to the childminder, assistants, 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30

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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

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 .

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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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