Umney, Sharon

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

The childminder creates a homely environment for the young children she cares for. All children move around and explore freely. The childminder forms close relationships with children and helps them to develop good levels of emotional well-being. Children show confidence as they move around and freely explore the activities available. They talk about their home experiences and families, and about who will be collecting them at home time.

p.2

The provision is good

The childminder knows the children and their families well. She plans and provides play experiences that help children to learn well from their unique starting points, despite their similar ages. She implements activities that challenge children and help them to make connections in their learning. For example, as children explore toy keys, they explain that these are to 'open the door'. When children revisit their favourite activities, the childminder introduces new concepts, such as real fruit or a story, to further extend their learning and enjoyment.

p.2

The provision is good

The childminder is a good role model who teaches children about sharing, taking turns and being kind towards others. Children are naturally caring towards one another, for example, as they share picture cards or take turns with toys. They play amicably together and show positive attitudes towards their learning and each other.

p.2

need to do better?

n The childminder continually reflects on her practice and uses training well to improve children's play and learning experiences. She works well with parents to involve them in their children's learning. She shares information with staff at other settings that some of the children also attend to provide consistency in children's care and education. Parents report very positively about the quality of the childminder's practice and their children's experiences. n The childminder implements her curriculum aims well. She helps children to learn in small steps and revisits learning so that children can practise, learn and remember more over time. She assesses children's progress from their starting points to plan their future learning experiences. She shapes activities well to make sure these offer appropriate challenge and meet children's individual learning needs. n The childminder helps children to develop good communication and language

p.2

need to do better?

skills. She uses books and stories to encourage them to talk about real-life experiences. She teaches children new words, such as 'delicious' and 'prickly', to describe the fruit they eat. Children attempt to repeat more complex words with confidence. Occasionally, the childminder asks children questions, then quickly answers for them rather than giving them the time they need to think and

p.2

need to do better?

29 April 2025 respond. n The childminder promotes children's good health well. She teaches children good hygiene routines, such as washing their hands before eating. She provides information to parents to encourage healthy options for children's packed lunches. The childminder does not take all opportunities to help children learn about foods that are good for them to encourage their understanding of making healthy choices. n The childminder understands and encourages children's interests. For example, she implements her aims well for children's early interest in numbers and counting. She encourages children to practise counting during story times, when exploring fruit and when identifying different shapes and colours. Children are inquisitive and want to learn new things. n The childminder encourages children's physical skills well. She helps older children to practise their hand and finger movements, for instance, as they pick

p.2

need to do better?

up picture cards or glue pom-poms to paper. She supports babies well as they begin to develop their large-muscle movements after learning to walk. n The childminder uses risk assessment well for her home, mealtimes and for her pets. She adapts her routines well to maintain children's safety when she cares for more young children as an exception to the usual ratios. For example, she uses a double buggy for outings and continually supervises children in her home to keep them safe. n The childminder focuses well on children's personal development and their social skills. She praises and encourages children for all their achievements, their good behaviour and their caring attitudes towards others. She models good manners, which children happily learn and use. Children behave well for their ages and develop good levels of confidence and independence.

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 give children the time they need to process and respond to questions to further build on their communication and language skills n take all opportunities to help children learn about healthy eating to encourage their early understanding of making healthy choices.

p.3

Setting details

Unique reference number 115864 Local authority Bexley Inspection number 10260014 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 9 Date of previous inspection 30 October 2019

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Sidcup, in the London Borough of Bexley. She cares for children each Tuesday to Thursday, from 7.30am to 5.30pm, throughout most of the year. The childminder holds a childcare qualification at level 3. She provides government funded places for childcare.

p.4

Inspection activities

n The inspector viewed the areas of the childminder's home that she uses for children's care and learning. n The childminder provided a range of records and documentation for the inspector to sample. n The children approached the inspector to talk about their families and the resources that they were playing with. n Parents shared their views about the childminder's practice and their children's care and learning. n The inspector and the childminder jointly evaluated the effectiveness of an activity. n The inspector observed the quality of the childminder's interactions with the children and assessed the impact of these on their learning.

p.4

Inspection activities

29 April 2025 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

29 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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