Perks, Melanie

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

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The provision is good

The childminder and her assistants create a warm, home-from-home environment, where children feel safe and secure. The childminder forms strong bonds with both children and their families, fostering a sense of trust and belonging. Children are happy and actively engage in purposeful play. The childminder gathers information about each child's starting points and interests from parents when they first start. She uses this to design an exciting and engaging curriculum. For example, when children show an interest in water play, they use buckets of water and paintbrushes to mark make. This supports the development of early writing skills by strengthening small-motor muscles and hand-eye coordination as children create patterns with the water. All children make good progress from their individual starting points.

p.2

The provision is good

Children's behaviour is good. They understand the routine of the day and listen to and follow instructions well. The childminder and her assistants are good role models for children. They remind children to use manners, and children understand the rules, such as 'sharing is caring'. They give children praise and encouragement as they play. This helps to raise children's self-esteem and supports children to be confident learners. The childminder encourages children to become independent and school ready. For example, she encourages children to put on their coats and shoes and to tidy away toys after play.

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need to do better?

n The childminder effectively supports children's communication and language development. She narrates their play, introducing new vocabulary in context, and gives children time to think and respond to questions. The childminder encourages children to recall past events, promoting meaningful conversations and further enhancing children's communication and language skills. n As the childminder reads books to children, she creates excitement. She involves the children in the familiar story, and they engage well. Children show excitement as the story progresses and copy the familiar actions of book characters. Children independently look at books, examine pictures and turn pages. This supports children to develop a love for literacy and books. n Children show good engagement during activities. They play cooperatively and begin to develop their own ideas and imagination. However, there are occasions when the childminder directs children toward a pre-determined outcome, which

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need to do better?

can limit their ability to fully explore and express their creativity. For example, children are making flags. The childminder gives children pre-cut rectangles and a single coloured pencil to draw their flags. This reduces opportunities for children to make independent choices and fully develop their creative thinking. n Parent partnership is strong. The childminder builds strong bonds with families.

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need to do better?

23 April 2025 They value the nurturing environment the childminder provides for children. Parents get daily communication about their child's day, including care needs and activities. They delight in the crafts and activities that children bring home. Parents feel their children make good progress in all areas, particularly in children's personal and emotional development. n Children keenly explore the learning environment, confidently selecting what they want to play with. They develop skills across all areas of the curriculum. Outdoors, children strengthen their large muscles as they run and jump in the garden. They begin to understand mathematical language as they count the flowers they have found. In the home corner, children develop important social skills as they play together. Children become confident learners, and all make good progress from their starting points. n The childminder meets regularly with her assistants to discuss their practice, the

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need to do better?

children and the planning for children's learning. However, the childminder does not consistently provide them with good support to help them understand their roles and responsibilities. This does not fully enable them to implement the policies and procedures effectively. n The childminder supports children to develop healthy lifestyles. She offers a wide variety of healthy and nutritious snacks and meals, which she talks about with children. Furthermore, the childminder supports children's learning about oral health. She discusses the importance of this with children and integrates this into the role-play area. The childminder is responsive to children's care needs, which supports children's emotional well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop opportunities for children to fully explore and express their own ideas and creativity n support assistants to fully understand their roles and responsibilities.

p.3

Setting details

Unique reference number EY544835 Local authority Shropshire Inspection number 10393010 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 2 September 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Shrewsbury. She operates Monday to Thursday 7.30 to 6pm and Friday 7.30 to 4.30pm, all year round, except for bank holidays and family holidays. The childminder provides early education funding for all eligible children. The childminder works with an assistant.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

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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Inspection activities

23 April 2025 23 April 2025 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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