Childminder in KentOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2857758 Registered with Ofsted: 17/09/2025 Registers: EYR, CCR, VCR

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

Children's welfare and wellbeing Strong standard

The childminder has highly effective settling-in procedures. Consequently, all children, including those new to the setting, are building extraordinarily secure relationships with the childminder and developing friendships with peers.

p.2

Children's welfare and wellbeing Strong standard

The childminder makes children's welfare her primary focus. She recognises that children must be happy and settled to prepare for learning. The childminder has in-depth knowledge of the children and uses it to meet their needs. She is consistently calm and patient in her interactions with children. For instance, she waits to see whether the children need help getting on and off the tricycles and offers instructions before asking if they need help. The childminder clearly focuses on encouraging the children to try things for themselves to support their independence. She uses praise effectively to encourage children to keep trying and to acknowledge their achievements. As a result, children have high levels of physical and emotional wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder talks to the children about the importance of eating fruit and vegetables and drinking water to stay hydrated. She introduces activities to help children learn about good oral hygiene. For example, she uses their interest in textures and introduces toothbrushes into their play. The children are extremely fascinated with the sensory feel of the toothbrushes and practise cleaning their dolls' teeth. The childminder ensures that children have a wealth of experiences to develop independence and meet individual care needs appropriate to their stage of development.

p.2

Achievement Expected standard

The children are happy, content and settle well in the childminder's care. They listen and clearly understand simple instructions. For instance, they join in with the childminder as they sing 'The Wheels on the Bus'. The children are beginning to predict the next action as they move their arms in a circle before swinging them from side to side. They enjoy counting and learn about positional language as they place the scarf on top of their head. However, the childminder does not always use opportunities effectively to further extend children's vocabulary, and their understanding of mathematics is not always consistent throughout the day.

p.2

Achievement Expected standard

Children are excited to join in with activities that cover all areas of learning as they explore the engaging environment. They make informed choices in their play and confidently ask for help when needed, such as opening the teaset box. All children are very content and are developing the skills needed for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She is a positive role model and gives children age-appropriate instructions to help them understand and regulate their behaviour. For instance, she encourages children to share and take turns with the red tricycle. The childminder adapts activities to meet the children's individual needs, ensuring that they can all participate fully. Supporting children to learn about their emotions is a clear focus with the childminder. She uses a variety of resources to support children as they learn to recognise how they feel and begin to regulate their behaviour. The children's behaviour is appropriate to their age and stage of development.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has clear routines and encourages the children to help get their changing bag ready before their nappy change. She reminds children to wash hands after nappy changes and before mealtime as they develop their personal hygiene skills. However, the childminder does not always explain why they need to do these activities to further expand children's knowledge and vocabulary.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder offers children cuddles and reassuring hugs when needed to support their emotional wellbeing. She works closely with parents to encourage regular attendance and punctuality. This helps establish consistent routines that prepare children for future learning. The childminder understands the importance of working with other professionals and settings to ensure that all children receive any assistance they need to develop and succeed.

p.3

Curriculum and teaching Expected standard

The childminder recognises the importance of ensuring that children feel safe and secure in her care, so they are ready to learn. She uses information from parents to help her assess children's development. The childminder plans a focused curriculum that builds on children's starting points and interests. She uses observations to identify any barriers to children's learning and development. The childminder knows the children extremely well and plans activities based on their next steps. For instance, the childminder reinforces words with pictures as the children learn the names and sounds of the animals in the book. They particularly enjoy roaring like lions. The childminder uses praise effectively to recognise the children's engagement. However, she does not consistently use all daily activities, such as handwashing, to further expand children's vocabulary as they develop their language skills and begin to learn why we wash our hands.

p.3

Curriculum and teaching Expected standard

The children gain a love of books as they turn pages and feel the different textures on the page. They enjoy joining in with action songs, moving their arms, clapping along and counting with the childminder. However, the childminder does not consistently use all opportunities to extend children's mathematical knowledge appropriate to their stage of development.

p.3

Curriculum and teaching Expected standard

The childminder gives children opportunities to be physically active and develop their fine motor skills through a range of activities. For example, the children enjoy using chalk to make marks on the path as they develop the muscles in their hands. The childminder offers a range of high-quality teaching experiences to support children's learning. For instance, they learn about the world around them as they grow tomato plants, making sure they water them and only pick the red tomatoes. The childminder takes children to parks, toddler groups and on nature walks to learn about their local community and use a variety of large climbing equipment. This helps them to develop their physical and social skills.

p.3

Inclusion Expected standard

The childminder has a clear understanding of how to provide children and their families with an inclusive, nurturing environment. She recognises the importance of making sure children feel safe and valued. This helps them to build their confidence and learn to respect others. She uses observations and interactions effectively to track children's development and monitor progress. This helps her build a thorough understanding of each child's interests and stage of development.

p.4

Inclusion Expected standard

Currently, no children with special educational needs and/or disabilities (SEND) attend the setting. However, through discussion, the childminder clearly explains how to identify whether children face any barriers, so that she can support their learning and wellbeing. The childminder recognises the importance of early intervention and has completed SEND training to continue developing her knowledge and skills. She clearly understands how focused activities can help narrow gaps in learning to ensure that children make the progress they are capable of. The childminder understands the need to work closely with parents and other professionals, such as local authority services, to ensure that children and their families receive the support they need to thrive.

p.4

Leadership and governance Expected standard

The childminder is highly focused on providing children and their families with a nurturing, high-quality service. She recognises strengths and areas for development and has robust plans to implement updates and changes. For example, she has updated the outdoor area since her registration and plans to continue evolving the activities and resources she offers children outdoors.

p.4

Leadership and governance Expected standard

The childminder has built highly successful relationships with parents. She uses face-to-face discussions, online messaging and children's progress folders to support children's development and learning at home. The childminder fully understands the importance of working with other early years professionals and parents to focus on children's welfare and wellbeing.

p.4

Leadership and governance Expected standard

The childminder undertakes regular training and independent research to keep her knowledge current. For instance, she keeps all mandatory training up to date. She has also completed a qualification to support her knowledge and understanding of working with children with special educational needs. However, some areas of her practice are less secure, particularly in consistently supporting children to develop their mathematical skills and expand their language through everyday activities. The childminder recognises the importance of reflecting on her practice and identifying ways to manage her workload and focus on both her physical and emotional wellbeing.

p.4

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.5

Register

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

p.5

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

The children settle extremely well and are eager to investigate the exciting range of activities on offer. They develop their independence appropriate to their age. For instance, they find their shoes and try to put them on, ready to go outside. The children happily play alongside their peers and are beginning to learn how to share and take turns with resources. For example, they pass the coloured scarf to their peers as they play 'peekaboo' with the childminder. The children are developing positive relationships and social skills. They have a sense of belonging and are confident in the childminder's care.

p.5

About this setting

The children are learning to recognise their emotions and understand how they feel as they build a sense of achievement. Overall, the curriculum offers the children purposeful, engaging experiences across their day. The childminder sets out activities based on the children's interests to support them to settle. For example, they are inquisitive as they explore a variety of sensory resources, including textures, colours and sounds. The children concentrate and develop their hand-eye coordination as they manipulate the resources.

p.6

About this setting

The children know the daily routines and help to get the trays ready for mealtimes. They wait for peers to finish eating before getting down from the table. The children are excited to go outside to play. They enjoy using the climbing frame and explore how their bodies move as they develop coordination and muscle strength. The children are acquiring age- and stage- appropriate skills they need for their next stage of learning.

p.6

About this setting

The childminder regularly communicates with parents to ensure that she is aware of any changes in care routines and/or barriers to learning. This ensures that she can fully support children and their families throughout their time at the setting. The childminder talks to parents about the value of consistent attendance and punctuality to support children's progress and readiness for school.

p.6

Next steps

The childminder should use daily routines more consistently to support children in expanding their communication and language skills. The childminder should develop her practice to incorporate more opportunities for children to develop their understanding of mathematical concepts through everyday play.

p.6

About this inspection

The inspector spoke to the childminder, parents and children, and read letters of reference from parents during the inspection.

p.6

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. Unique reference number (URN): 2857758

p.6

About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8