Bardens, Mrs Yoke Ming

Bardens, Mrs Yoke Ming

Unique reference number (URN): EY547412 Address: 21 Edmund Road, Welling, DA16 3PJ Type: Childminder Registered with Ofsted: 23/08/2017 Registers: EYR, CCR, VCR Registered person: Bardens, Mrs Yoke Ming

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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

Typically, children achieve well from their starting points. Gaps in children's learning are closing for all children, including those who may face barriers to learning. All children enjoy learning together and are well prepared for school. Children develop their motor skills, building their strength and coordination in the well-equipped outdoor area. They play football, construct with large bricks, make marks with mark-making tools and use scissors safely to cut out shapes.

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Achievement Strong standard

Children's language is developing well. They are inquisitive, asking questions to learn more. They talk about colours, their favourite planets and count objects. They explore outside and use mathematical words to talk about what they find. For example, they pick up leaves and put them on a spider's web to see how strong it is. The childminder asks, 'How many more leaves can the web hold?' They enjoy story time, telling stories with the childminder and talking about what they see and hear.

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Curriculum and teaching Strong standard

The childminder strives to achieve the best outcomes for all children. She provides exciting activities so children can develop the necessary skills across all areas of learning. The childminder knows what children know and can do and what she wants them to learn and do next. She helps them get ready for school and life by teaching skills like using one-handed tools safely, mark making, enjoying books, counting, and self-help skills, including talking confidently. She teaches the curriculum well and adjusts her teaching to suit each child's individual needs, so that all children make positive progress from their starting points.

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Curriculum and teaching Strong standard

Communication and language is at the heart of learning for all children, including those who may face barriers to learning. The childminder interacts well with children, asking questions to deepen their understanding. She encourages children to practise what they already know and can do and supports children to re-enact life experiences. For example, she introduces words like 'avocado,' and encourages children to use words about money, food, and manners, during role play. The childminder encourages children to talk about things they have seen and stories they have heard. This supports children's literacy skills.

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Curriculum and teaching Strong standard

The childminder makes learning fun and encourages children to concentrate on activities, praising them for their efforts. This helps children to develop a sense of pride. The childminder supports children to develop their fine motor skills. She encourages younger children to use scissors safely to cut along lines, while older children are encouraged to develop independence in creativity. The childminder encourages children to talk confidently and supports children to ask questions to clarify their thinking. The childminder builds community links, attends playgroups, and helps children develop social skills to support them when they move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for behaviour and learning. She has embedded rules and routines for expectations and behaviour. The childminder supports children to enjoy and focus on their learning. This helps children to develop positive attitudes towards learning. Children tidy up independently and behave well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She teaches children the importance of being polite and treating others with kindness, care and respect. For example, during conversations between children, some children respond abruptly to others. The childminder intervenes, reminding children to be kind to each other. The childminder engages in children's play in a positive way, showing children what acceptable behaviour looks like.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual needs and interests when planning, teaching and supporting wellbeing. She keeps registers of attendance and she has systems in place for parents to report absence. For example, parents notify the childminder the night before, about any absences and the reason why. This supports children's health and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to develop independence and self-help skills. She supports children to develop fine motor and gross motor skills. For example, children use scissors to cut out shapes.

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Children's welfare and wellbeing Expected standard

The childminder supports children to handle and use equipment safely. This teaches children how to keep themselves safe and prepares children for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder prepares healthy, nutritious meals for children to enjoy. She follows safer eating practices and sits with children to eat lunch. The childminder teaches children to develop good hygiene practices and embeds routines to promote independence. Children know to wash their hands before and after eating. The childminder offers children a variety of healthy food options. For example, children have rice, carrots, cucumber sticks, tomatoes, seaweed and sushi. Children enjoy making choices and serving themselves at mealtimes. They feed themselves and tidy up.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop good manners. For example, children say, 'I want more water'. The childminder responds, 'I want more water p-p-p' children say 'please'.

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Children's welfare and wellbeing Expected standard

Children at this setting feel at home. They have a lovely, warm relationship with the childminder and are well prepared for their next stage of learning. The childminder ensures the learning environment is well maintained and well organised. She records and reports any accidents and incidents swiftly to parents. This contributes to keeping children safe as they play.

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Inclusion Expected standard

The childminder tracks children's progress from their starting points. She provides opportunities based on what children need to know and do next. For example, the childminder plans activities that support children to develop fine motor control. She uses themes and makes changes to the environment to support children's learning. The childminder encourages children to use scissors safely to cut out shapes. She supports children's safety and assesses how well children achieve the intention. Children are also encouraged to draw and make marks in readiness for their next stage in learning.

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Inclusion Expected standard

The childminder enjoys her role. She expresses that she is not only here to support children to learn and grow, but also to support parents who may face challenges balancing work and childcare.

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Inclusion Expected standard

The childminder knows what children already know and can do. She builds on this knowledge about each child to plan next steps for children to meet their individual needs. This includes children who may face barriers to learning.

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Inclusion Expected standard

The childminder supports children to achieve well, so that barriers to learning are reduced. For example, she supports parents that sometimes work long hours. This encourages children to attend regularly, feel secure, enjoy learning and meet their learning outcomes.

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Leadership and governance Expected standard

Partnerships with parents are positive. They are like 'one big family'. Parents feel supported. They speak highly of the childminder and are pleased with children's care and progress.

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Leadership and governance Expected standard

The childminder prides herself in meeting the needs of families of children that may face challenges. She sees her strengths as 'helping parents, working around them, getting children school ready, potty trained, making sure the children have the basics ready for school.' The childminder wants all children to feel safe. She supports older children, who often return when they seek comfort and reassurance. The childminder supports families who face extra challenges bringing up young children. She supports them to reduce barriers to their children's learning. This includes flexible arrangements for childcare.

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Leadership and governance Expected standard

The childminder has systems in place to support her well-being. This allows her to provide children with ambitious learning opportunities that prepare them for school.

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Leadership and governance Expected standard

The childminder confidently challenges children to take risks. She has ambitious ideas for children's learning and creates learning environments to support this. She knows the expectations for children when they start school and considers children's next stage of learning in her planning.

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Leadership and governance Expected standard

The childminder liaises with other childminders and pre-schools and uses the internet to develop her knowledge and skills. As a result, she feels confident to talk to children with ease, she teaches with more creativity and children are ready for their next stage of learning. The childminder expresses a desire to be able to attend locally run training to enable her to increase her knowledge and skills even further.

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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 at this setting are happy, safe and well cared for. They are confident to explore and take risks in their learning, and make progress from their starting points. The childminder cares for children and keeps them safe. She knows what to do if she has concerns about children's learning, care and wellbeing. The childminder forms very strong bonds with parents, including those whose children face barriers to learning. They trust and respect her

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Inspectors:

Michelle Blake suggestions to improve outcomes for their children. Parents are happy to leave their children in her care.

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Inspectors:

Children form positive relationships with each other and the childminder. They listen, take turns, share and show respect to each other. The childminder supports children to develop good manners. For example, while eating lunch, the childminder encourages children to say 'please' when asking for more water.

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Inspectors:

Children are happy and enjoy learning. They maintain attention and listening. Children are inquisitive and ask questions to find out more information. The childminder provides opportunities to explore learning both indoors and outdoors. Children engage in activities that they like and enjoy. This helps them to maintain their focus and attention for learning and develops positive attitudes and behaviours to learning. Children enjoy singing songs and rhymes, listening to stories, developing their creative skills and playing outside.

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Inspectors:

Children are achieving well. The childminder already knows what children know and can do and she has high expectations for what she wants the children to learn next. She uses assessments to plan individual next steps for children and reduces any barriers to learning that children may face. Children at this setting behave and achieve well.

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Next steps

The childminder should undertake professional learning opportunities precisely matched to their priorities for improvement. The childminder should continue to improve the quality of her practice so that she has a positive impact on children's outcomes.

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About this inspection

The inspector spoke with the childminder 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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About this inspection

The inspection started on 12 December 2026. Inspectors returned on 9 February 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Anne-Marie Giffts

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Address:

Registered person: Bardens, Mrs Yoke Ming

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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