Childminder in KentOfsted report card, 16 Sept 2026

Childminder

Unique reference number (URN): 2829434 Registered with Ofsted: 16/04/2025 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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Achievement Strong standard

Children make considerable progress from their individual starting points. The childminder's concise assessments identify what children know and can do and inform suitably challenging next steps. The childminder and her assistant share a clear understanding of these priorities and work consistently to help every child, including those who are disadvantaged or face barriers to learning, achieve well.

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Achievement Strong standard

Children develop knowledge and skills across all 7 areas of learning. They communicate confidently through spoken language, songs, Makaton signs and imaginative play. Children know a wide range of nursery rhymes and enthusiastically recall familiar words and actions. They apply their learning during everyday routines, follow instructions and develop increasing independence in managing their personal needs safely.

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Achievement Strong standard

Children are curious, motivated and highly engaged. They persevere when difficulties arise and show considerable pride in their achievements, such as successfully building towers with blocks. Children play both independently and cooperatively, learning to share resources, take turns and communicate their needs. These achievements prepare them well for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well and demonstrate positive attitudes towards their learning. The childminder and her assistant have high but realistic expectations that reflect children's ages and stages of development. They model kindness, care and respect and use meaningful praise to recognise children's efforts. Children use good manners, respond positively to adults and show consideration towards their friends.

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Behaviour, attitudes and establishing routines Strong standard

Adults help children learn to share, take turns and play cooperatively. For example, sand timers help children understand when it is their turn and how long they need to wait. Even the youngest children respond well to this approach and develop an age-appropriate understanding of fairness and cooperation.

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Behaviour, attitudes and establishing routines Strong standard

Predictable routines help children understand what happens throughout the day. A movement break before lunch allows children to be physically active and provides a clear signal that lunchtime is approaching. Consequently, children manage transitions calmly and purposefully. They follow instructions and develop independence during routines, including tidying resources, washing their hands and preparing to eat.

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Behaviour, attitudes and establishing routines Strong standard

Children are motivated and eager to participate. They confidently choose songs, remain engaged and take pride in their contributions and achievements. Warm, trusting relationships help children feel emotionally secure. They readily seek reassurance when needed and confidently return to their play and learning.

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Children's welfare and wellbeing Strong standard

Children flourish in a safe, welcoming and inclusive environment. The childminder and her assistant form warm, trusting relationships with children and respond promptly to their cues. Children readily seek cuddles and reassurance when needed, showing that they feel safe and emotionally secure. A mirror displaying different emotions encourages children to observe their expressions and discuss how they feel. This develops their emotional awareness and the language they need to communicate their feelings.

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Children's welfare and wellbeing Strong standard

A carefully planned settling-in process helps children become familiar with the provision gradually. Information gathered from parents ensures that children's individual routines, preferences and care needs remain understood. Babies' feeding, sleeping and personal- care routines reflect their needs and home experiences. Adults demonstrate secure knowledge of safer sleeping guidance.

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Children's welfare and wellbeing Strong standard

Children develop an effective understanding of healthy lifestyles. They wash their hands at appropriate times, access drinking water and benefit from regular outdoor activity. The childminder works closely with parents to understand and manage children's allergies, dietary requirements and family preferences. She promotes nutritious choices and carefully monitors how much children eat. Children make choices at snack time and develop independence by opening fruit, putting on their shoes and coats and managing personal- care routines. Adults encourage children to persevere and provide sensitive support without taking over. Consequently, children develop confidence, independence and healthy habits that support their wellbeing within the setting and beyond.

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Curriculum and teaching Strong standard

The childminder designs and implements an ambitious curriculum that reflects all 7 areas of learning. She considers what children already know and can do, together with their ages, interests and individual needs. Clear curriculum intentions are shared with her assistant, enabling both adults to provide consistent teaching and build purposefully on children's next steps.

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Curriculum and teaching Strong standard

Communication and language are central to the curriculum. The childminder and her assistant engage children in meaningful conversations, introduce new vocabulary and nurture their enjoyment of books, stories, songs and rhymes. During song time, children use props to choose familiar songs and join in confidently. Adults extend Old MacDonald Had a Farm by introducing the names of baby animals and encouraging children to recall what they know about farms. This strengthens children's vocabulary, memory and understanding of the world.

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Curriculum and teaching Strong standard

Mathematics is taught explicitly and woven throughout play and routines. Adults model language relating to number, size, shape, position and measure. Children count during songs and use timers meaningfully in their role play. Physical development is prioritised, particularly for children learning to cruise and walk, through carefully arranged spaces and appropriate encouragement.

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Curriculum and teaching Strong standard

Adults understand how children learn. For example, the childminder recognises when repeated transporting reflects a child's preferred pattern of play and provides experiences that extend this interest. Children, consequently, remain highly engaged, remember previous learning and apply their developing knowledge confidently during play.

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Inclusion Strong standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning and development. She gathers detailed information from parents and uses assessment effectively to understand children's starting points. This helps her identify emerging needs promptly and provide targeted, individualised support.

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Inclusion Strong standard

The childminder and her assistant notice subtle changes in children's behaviour and development. They adapt their approach and introduce resources, such as sensory toys, calming cushions and timers, to help children regulate their emotions and manage transitions. They use spoken language and Makaton signs to help children communicate their needs, express their feelings, make choices and seek help confidently.

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Inclusion Strong standard

The childminder demonstrates a strong understanding of how changes in family circumstances may affect children's emotional wellbeing. She knows how to adapt care arrangements sensitively and signpost families to appropriate local services. This ensures that children and families receive timely support.

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Inclusion Strong standard

Partnership working is highly effective. The childminder communicates closely with parents, educational settings and health professionals. She draws on approaches used by local nurseries and schools, including shared language, routines and emotional wellbeing strategies. This promotes consistency and supports children's transitions. Parents express considerable confidence in the provision and report that their children's individual needs are understood and met.

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Leadership and governance Strong standard

The childminder demonstrates in-depth knowledge of the early years foundation stage and fulfils her statutory responsibilities effectively. She provides a safe, inclusive and well- organised provision in which policies and procedures are understood and consistently implemented by her assistant. Progress checks, including the progress check at age 2 years, are completed accurately and shared with parents. This helps identify children's achievements, emerging needs and appropriate next steps.

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Leadership and governance Strong standard

The childminder is reflective and accurately identifies the provision's strengths and priorities for improvement. She undertakes relevant professional development, evaluates its impact and applies new knowledge to her practice. For example, training about children's patterns of play helps her recognise and extend children's individual interests.

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Leadership and governance Strong standard

Regular supervision gives the childminder and her assistant meaningful opportunities to discuss children's progress, safeguarding, professional development, workload and wellbeing. This ensures that practice remains consistent and that training needs are addressed promptly. Partnerships make a valuable contribution to the quality of the provision. The childminder communicates regularly with parents and works closely with a range of professionals. She considers professional advice carefully and incorporates relevant approaches into her practice. This promotes continuity and supports children's learning, emotional wellbeing and transitions between settings.

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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 are happy, settled and highly engaged in this warm and nurturing family-run provision. The childminder and her assistant, who is also her mother, share a close and effective working relationship. Their shared commitment and consistent approach help children feel safe and secure and ensure continuity in their care and learning. Children readily seek cuddles and reassurance and delight in sharing their achievements with both adults. Babies' cues are understood and responded to sensitively, supporting their emotional security and positive sense of self.

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

Children benefit from an ambitious curriculum that reflects their interests, starting points and individual needs. The thoughtfully organised environment offers varied opportunities for children to investigate, imagine and learn. Children enthusiastically explore role play, outdoor experiences, stories and songs. During daily song time, they eagerly choose familiar songs, use props and confidently recall words and actions. Adults extend children's vocabulary, mathematical understanding and knowledge of the world through meaningful conversations and skilful interactions.

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

Children behave very well. They learn to share resources, wait patiently and play cooperatively. Even the youngest children help to tidy away resources and take pride in caring for their environment. Predictable routines enable children to understand what happens next and manage transitions calmly. Children develop independence as they wash their hands, make choices at snack time and attempt to put on their coats and shoes.

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

Children learn to recognise and communicate their emotions using spoken language, Makaton signs and visual resources. Their health and wellbeing are given high priority. Dietary requirements, allergies and family preferences are carefully understood and managed. Children enjoy nutritious food, fresh air and physical activity.

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

Partnerships with parents and professionals promote continuity in children's care and learning. Parents speak very positively about the provision and express confidence that their children's individual needs are understood. Consequently, children flourish and develop the confidence, knowledge and independence needed for their next stage.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant and the children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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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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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. 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

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

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