Cece's Rainbowkids Centre

Cece's Rainbowkids Centre

Unique reference number (URN): 2862952 Address: Lockmeadow Entertainment Centre, Barker Road, Maidstone, Kent, ME16 8SF Type: Childcare on non-domestic premises Registered with Ofsted: 28/09/2025 Registers: EYR, CCR, VCR Registered person: Cece's Rainbow Kids Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make sustained progress from their individual starting points and develop secure knowledge and skills across all 7 areas of learning. They are confident, curious and motivated learners who sustain their engagement and take pride in their achievements.

p.2

Achievement Strong standard

Babies sustain their attention, confidently make choices and initiate interactions by finding familiar resources and bringing them to trusted adults. Pre-school children confidently sort and match shapes, demonstrating their developing understanding of shape, size and position. They remain focused, try different solutions and apply what they already know to complete activities successfully.

p.2

Achievement Strong standard

Children consistently demonstrate perseverance and resilience. They attempt new challenges, persist when something does not work initially and proudly share their achievements. They remember and apply their learning during play and everyday routines.

p.2

Achievement Strong standard

Children who face barriers to their learning and development are supported to participate fully and make sustained progress from their individual starting points. Older children develop the communication, independence, confidence and social skills they need for school. Consequently, children are well prepared for their next stage of education.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised consistently. Warm, trusting relationships help children feel safe, secure and valued. Staff have a detailed understanding of each child's individual needs, preferences and routines. Children receive reassurance and appropriate alternatives when they are reluctant to eat or need additional emotional support. Babies form close bonds with their key person and settle quickly. A buddy system provides continuity when the key person is unavailable.

p.2

Children's welfare and wellbeing Strong standard

Children's individual care routines reflect information from parents and their home experiences. This includes accommodating established feeding and sleep routines. Babies aged under one follow individual sleep arrangements, and staff demonstrate secure knowledge of updated sleep guidance. Clear procedures underpin nappy changing, sleep and mealtimes.

p.2

Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. They follow established handwashing routines, learn about caring for their teeth and are encouraged to manage their personal hygiene independently. Nutritious food and water are readily available. Older children serve themselves and make choices, helping them to develop independence and confidence.

p.2

Children's welfare and wellbeing Strong standard

Staff work well with parents and professionals to understand any barriers to children's wellbeing. They adapt menus and provide additional support as necessary. Staff manage allergies, dietary requirements and medical needs carefully, using their detailed knowledge of children and established procedures to help ensure that care is safe and appropriate.

p.2

Expected standard

Consequently, children thrive physically and emotionally and develop increasing independence in managing their personal needs.

p.3

Leadership and governance Strong standard

Leaders have an ambitious vision for the setting and a secure understanding of how to design and implement an effective curriculum. They identify strengths and areas for development accurately and take purposeful action to improve practice. Leaders respond promptly to changes in statutory guidance, reviewing procedures and providing relevant training so that staff understand new requirements and how these apply to their roles.

p.3

Leadership and governance Strong standard

Leaders know staff very well. Regular supervision considers professional knowledge, training needs, workload, wellbeing and personal circumstances. Leaders provide extensive support to newer staff to strengthen their understanding of the curriculum and raise the quality of teaching. This includes modelling practice, providing guidance and identifying clear professional development priorities. However, this support is not yet sufficiently embedded to ensure consistently high-quality teaching across the setting.

p.3

Leadership and governance Strong standard

Leaders maintain robust recruitment, suitability and risk-assessment procedures. They manage risks effectively without unnecessarily restricting children's experiences. Policies are accessible to staff and parents. Leaders share the progress checks at age 2 with parents and health visitors. This supports a shared understanding of children's development.

p.3

Leadership and governance Strong standard

Parents feel involved and confident approaching leaders. Leaders work constructively with families and professionals to ensure that children facing barriers to their learning and those with special educational needs and/or disabilities receive appropriate support and opportunities to participate fully in the curriculum.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children behave appropriately and develop positive attitudes towards learning. Warm, respectful relationships with familiar adults help them feel secure and confident. Babies seek comfort from staff, who respond sensitively to their cues and acknowledge their emotions. Children also develop positive relationships with their peers. They play alongside and with one another, share resources and begin to cooperate during familiar activities. This helps children feel that they belong and supports their confidence in social situations.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff have appropriate expectations for children's behaviour and support them calmly and sensitively. Children learn to cooperate, take turns and look after one another. Staff recognise behaviour as communication and adapt their responses to reflect children's ages, development and individual needs.

p.3

Behaviour, attitudes and establishing routines Expected standard

Many daily routines are familiar and well established. Children confidently tidy away, wash their hands and prepare for lunch. Mealtimes are sociable, and children talk comfortably with their friends and familiar adults. Older children serve themselves and make choices, developing independence and confidence.

p.3

Behaviour, attitudes and establishing routines Expected standard

However, expectations at the end of lunch and during the transition into activities are not consistently clear. Some children leave the table before the meal is finished, and noise levels increase as they move into play. Consequently, some children find it difficult to settle promptly and purposefully into their chosen activities.

p.4

Curriculum and teaching Expected standard

Children benefit from a broad and ambitious curriculum that covers all 7 areas of learning and reflects their ages, stages of development and individual needs. Staff understand what they want children to learn and provide experiences that build on children's knowledge and skills over time. They gather information from parents and observe children during settling-in routines to establish what they already know and can do. Staff use ongoing assessment to identify appropriate next steps and adapt the curriculum, including for children who face barriers to their learning.

p.4

Curriculum and teaching Expected standard

Staff place a strong emphasis on physical development in the baby room. They organise the environment so babies can move freely, reach accessible resources and practise emerging physical skills independently. At the water table, staff position resources to encourage babies to pull themselves up, reach, pour and manipulate objects, helping to strengthen their muscles, balance and coordination. Low-level resources also enable babies to make choices and initiate interactions with familiar adults.

p.4

Curriculum and teaching Expected standard

Staff promote communication through stories, rhymes, songs and signs. They introduce vocabulary and mathematical concepts through play. For example, babies hear words such as 'more', 'less' and 'full', while toddlers count towers and name shapes as they pursue their interest in dinosaurs.

p.4

Curriculum and teaching Expected standard

Children demonstrate curiosity and sustain their engagement in purposeful play. However, staff do not consistently recognise and respond to children's emerging interests. Consequently, they do not always extend children's knowledge and skills to a consistently high quality.

p.4

Curriculum and teaching Expected standard

Pre-school children develop the independence, communication and confidence they need for school, supported by clear transition arrangements.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities receive personalised support. Staff work closely with parents and professionals to understand children's needs and agree appropriate strategies. For example, staff support a child with high sensory needs through an agreed plan, which includes bringing familiar food from home. This enables the child to participate in routines alongside their peers while their individual needs are respected.

p.4

Inclusion Expected standard

Children who speak English as an additional language are supported effectively. Staff use key words from children's home languages, alongside familiar songs and rhymes, to support understanding and communication. This helps children feel included while their home language and identity are valued.

p.4

Inclusion Expected standard

Children and families receive sensitive support when they experience difficult circumstances. Leaders work with external agencies, including the Compass Project, and contribute to professional meetings for children who require additional support. Extra sessions have also been provided for a looked-after child where appropriate.

p.5

Inclusion Expected standard

Leaders identify emerging needs promptly and review individual plans with staff, parents and professionals. Additional funding is used purposefully to provide resources that help children access the curriculum.

p.5

Inclusion Expected standard

Families are encouraged to share their cultures and experiences. For example, an International Day celebration enabled children and families to recognise and celebrate different cultures, traditions and backgrounds.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

What it's like to be a child at this setting

Children are happy, settled and engaged in this warm and nurturing setting. Babies and younger children form close, trusting relationships with staff, who respond calmly and sensitively to their individual cues. Children receive reassurance when they experience difficulties or changes in their lives. This helps them feel safe, secure and valued.

p.6

What it's like to be a child at this setting

Children benefit from a broad range of enjoyable learning experiences. Babies develop their physical confidence as they pull themselves up, reach, pour and explore at the water table. Toddlers investigate sand, dinosaurs and construction materials with sustained curiosity. They proudly name familiar objects, combine words, count towers and recognise shapes. Stories, rhymes, songs and signs support children's communication. Children persevere with challenges and take pride in sharing their achievements.

p.6

What it's like to be a child at this setting

Children develop independence through familiar daily routines. They wash their hands, begin to manage their personal care and, as they become older, serve their own food. Mealtimes are sociable and promote healthy choices and safer eating. Staff understand children's allergies, medical requirements, sensory needs and dietary preferences. Children cooperate, share resources, take turns and look after one another.

p.6

What it's like to be a child at this setting

Every child is welcomed and included. Children who face barriers receive individualised support that enables them to participate fully in nursery life. Children who speak English as an additional language are supported to communicate confidently and develop a strong sense of belonging. Experiences that celebrate different cultures, languages, families and traditions help children value diversity and develop respect for others.

p.6

What it's like to be a child at this setting

Children enjoy regular experiences beyond the setting, including visits to local parks, charity shops and the library. These outings broaden their knowledge of the community and build confidence in different environments.

p.6

Address:

Lockmeadow Entertainment Centre Barker Road Maidstone Kent ME16 8SF

p.7

Address:

Type: Childcare on non-domestic premises Older children develop the independence, communication and social skills needed for school. Visits from new teachers and the sharing of relevant information support continuity, including for children with special educational needs and/or disabilities. Consequently, children enjoy varied and meaningful experiences and are prepared effectively for their next stage of education.

p.7

Next steps

Leaders should strengthen post-lunch routines and transitions so that staff communicate and apply clear, consistent expectations, helping children move calmly and purposefully into their chosen activities. Leaders should strengthen staff's use of in-the-moment planning so that they consistently recognise and build on children's emerging interests to deepen their knowledge, skills and engagement.

p.7

About this inspection

The inspector spoke with children, leaders, the designated safeguarding lead, the special educational needs coordinator, staff and parents during the inspection.

p.7

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. Registration date: 28/09/2025

p.7

About this inspection

Registered person: Cece's Rainbow Kids Limited

p.8

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 18:45

p.8

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

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.

p.9

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9