Childminder, Out-of school day care in KentOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2501473 Registered with Ofsted: 29/01/2019 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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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour. She models the attitudes of courtesy and respect, which children follow. Children are well mannered, using 'please' and 'thank you' without reminders. Children understand and follow routines. They take their shoes off in the house and know the times when they must wash their hands. Children respond positively, and without argument, to requests from the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Older children show consideration for those that are younger. They include them in games and activities, where they share and take turns. Children all get on well together and enjoy each other's company. They make positive comments about each other's clay models and drawings. Relationships between the children, and between children and staff, are trusting. Children are confident that they are safe and secure in this calm and harmonious environment. Where minor disagreements occur, they are dealt with effectively and promptly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses shared terminology with the school to help children express themselves, such as asking someone not to invade their personal space. This helps children to experience continuity of care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful that attendance and punctuality are important and communicates this to parents. She always follows up any unexplained absences to ensure children are safe and that there are no patterns of regular absence.

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Children's welfare and wellbeing Expected standard

The childminder has successfully created a safe and welcoming space where children can play and relax after school. All children, including those who may have special educational needs and/or disabilities, or other barriers to learning, feel safe and secure. The welfare and wellbeing of the children is a priority for the childminder. She builds positive relationships with the children and ensures that new children settle quickly into their new environment.

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Children's welfare and wellbeing Expected standard

The setting is clean and hygienic. Resources are effectively organised, supporting children in easily finding what they want for their play. However, the outdoor provision does not fully engage the interests of all children, particularly the youngest.

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Children's welfare and wellbeing Expected standard

Children know how to manage their own personal care. They know the routine of washing their hands after playing and before eating. Mealtimes are very social occasions. Children and adults all sit together and chat about their experiences, both at school and at the childminder's. They know the foods that keep them healthy. However, children's independence is not fully developed. For instance, children are served their food already on plates, rather than serving themselves from dishes, allowing them to decide how much food they want. Similarly, children are not asked to do simple tasks, such as laying the table.

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Inclusion Expected standard

The childminder has a secure knowledge and understanding of the needs of children who may have special educational needs and/or disabilities, (SEND), or other barriers to learning. Currently, there are no children with SEND attending the setting. The childminder has ensured that her assistants also have appropriate skills and knowledge. The childminder and her assistants observe children as they play and address any concerns they may have with parents.

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Inclusion Expected standard

The childminder is clear about the importance of early identification of any additional need. When children begin at the setting, she meets with parents to discuss any particular needs that a child may have. The childminder has ensured that her setting meets the needs of all children. For example, she provides ear defenders for children who are sensitive to loud noises. Others have a dislike of balloons, hence the childminder makes sure there are no balloons on the days they attend.

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Inclusion Expected standard

Children all attend the same school and the childminder liaises with the school to provide continuity in the use of strategies and terminology. This consistent approach supports children in understanding expectations. Where there are recommendations from external professionals, the childminder is thorough in making sure these are followed in her setting.

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Leadership and governance Expected standard

The childminder is keen for all children, including those who may have special educational needs and/or disabilities, or other barriers to learning, to have fun at her setting. She has high expectations. She and her assistants discuss the day's events after the children have gone home to consider what has gone well and what can be improved. The childminder rightly identifies the strong relationships, home-from-home atmosphere and nutritious meals as being strengths. Reflecting on her practice, the childminder has identified a need to improve opportunities for children to have a voice about the activities on offer. The childminder acknowledges that children could be more independent at mealtimes and that she could make better use of the plentiful outside space.

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Leadership and governance Expected standard

The assistants value the daily discussions, in addition to the termly meetings, to discuss their practice and training needs. The childminder is supportive in providing ongoing training for her assistants. This helps to support them in improving their practice. The childminder ensures that all mandatory training is in place and provides regular updates. The assistants are confident that the childminder is mindful of their welfare and wellbeing. Their workloads are manageable.

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Leadership and governance Expected standard

The childminder has built effective partnerships with the school that children attend. She attends events, such as the cultural event, and incorporates elements of this into the activities in the setting. Partnerships with parents are similarly strong. The childminder communicates with parents on a daily basis. Parents are delighted with the service the childminder provides.

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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 come into this very welcoming setting with eagerness. They are familiar with the layout and immediately go off to find activities that interest and engage them from the wide choice available. When children register at the setting, the childminder finds out their interests and preferences. This helps her to ensure that there are activities available that reflect their interests. Indoors, children are absorbed in creating magnets and key rings from clay, which they decorate and cook in the oven, before varnishing. Others ensure the dolls

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Inspector:

Jill Thewlis are warm and safe as they sleep in the pram. Outdoors, some children play football and tennis while others ride on scooters.

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Inspector:

The childminder and her assistant talk to the children, engaging them in conversation. Children listen to each other and respond appropriately. Children discuss their favourite ice cream flavours and make decisions about whether to use sprinkles on the cones they have created from modelling dough. They smell the play dough. Strawberry is a favourite but facial expressions suggest turmeric is not. Children new to the setting are welcomed and included in play, giving them a sense of security and belonging.

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Inspector:

The childminder and her assistant support and supervise children appropriately. Older children include younger ones in their game of football. The childminder reminds children to wear helmets when riding the scooters for safety reasons.

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Inspector:

Children benefit from a home cooked, nutritious vegetarian meal. They use cutlery appropriately and are polite and well mannered. Children are aware of the foods that keep them healthy and the dangers of too much sugar.

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Inspector:

The childminder has strong partnerships with parents and knows the families well. Many older siblings attended the setting and parents expressed high levels of satisfaction with all aspects of the childminder's care. Parents are confident that their children are well cared for and safe. They know that their children are given nutritious food.

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Next steps

The childminder should make better use of the outside space to provide a wider range of activities to meet the needs of young children. The childminder should support children to be more independent, particularly at mealtimes.

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About this inspection

The inspector spoke with the childminder, her assistant, parents and children 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 15:15 - 18:30

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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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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

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 .

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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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