Childminder in MedwayOfsted report card, 29 Sept 2026

Childminder

Unique reference number (URN): 2849063 Registered with Ofsted: 19/08/2025 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 build knowledge and skills successfully from their individual starting points, particularly in communication, independence and mathematical understanding. Those who were less confident to express their needs increasingly speak up for themselves and seek help when they need it. Children also become more confident in communicating with one another, sharing resources and taking turns.

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Achievement Strong standard

Children remember and use what they have learned during play and everyday experiences. They count, recognise some numerals and use their developing understanding of shape, size and position as they explore and build. They recall familiar stories, make connections with things they encounter and use an increasing range of words to describe their ideas and experiences. Children show that they remember previous learning and draw on it during their play and everyday experiences.

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Achievement Strong standard

Children become increasingly independent in familiar routines and practical tasks. They attempt things for themselves, make choices and accept minimal support when this is needed. Their growing communication, mathematical understanding, social skills and independence give them confidence in their own abilities and prepare them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established warm, respectful relationships with children and uses calm, consistent expectations to support positive behaviour. He understands that behaviour can communicate a need or frustration and considers children's age, language, confidence and individual circumstances when deciding how to respond.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to cooperate and resolve everyday difficulties. The childminder models respectful language, gives children time to respond and encourages them to communicate directly with one another. For example, when children want the same resource, he supports them to ask each other and gives them time to decide whether to share. Children frequently use polite language spontaneously and respond positively to his gentle guidance.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They sustain their interest in construction, mathematical exploration, stories and the world around them. Routines are familiar and children understand what is expected while being supported to become increasingly independent.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of regular attendance. He discusses this with parents, follows up absences and considers patterns of attendance because he understands the impact that inconsistent attendance can have on children's learning, relationships and continuity of care.

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Children's welfare and wellbeing Strong standard

The childminder provides warm, responsive care and knows children's individual routines, preferences and emotional cues well. Children seek him out for reassurance and interaction and show that they feel secure in his company. He notices changes in children's mood and behaviour and responds sensitively, adapting his approach or familiar routines when children need additional reassurance or support.

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Children's welfare and wellbeing Strong standard

Children are supported to develop independence without being left to struggle. The childminder encourages them to attempt self-care tasks and offers only the help they need. For example, he steadies a sleeve so that a child can remove a jumper independently. He also notices children's cues around toileting and supports them sensitively as their confidence develops. This helps children become increasingly confident in managing their own care.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health and safety throughout the day. He understands safe sleeping and safer eating requirements and supervises mealtimes attentively, repositioning himself when necessary so that all children remain in view. Children develop their understanding of keeping themselves safe during outings and learn about road safety. Everyday routines also reinforce healthy habits, such as drinking water and wearing sun hats. Children receive attentive care that responds to their changing physical and emotional needs.

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Curriculum and teaching Strong standard

The childminder understands the curriculum he shares with the other childminders and contributes particular knowledge of early mathematics. He knows children well and draws on their experiences to make learning meaningful. During conversations and play, he links children's ideas to familiar people, places and events in their lives, helping them connect new learning with what they already know. Regular discussion with the other childminders helps him consider what children have understood and what they need to learn next.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. The childminder makes effective use of children's play to introduce and develop mathematical ideas. As children construct with large bricks, he encourages them to think about size, height, number and position and introduces relevant mathematical language. He builds on children's responses and adjusts his questions and explanations according to their age and understanding. This enables children to explore their own ideas while progressively developing their mathematical knowledge.

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Curriculum and teaching Strong standard

The childminder also supports children to become confident communicators and thinkers. He gives them time to process questions and respond, introduces new vocabulary through meaningful conversation and encourages them to explain their ideas. He recognises when to extend children's thinking and when they benefit from continuing their exploration independently. Children consequently remain engaged, contribute confidently and make connections between their experiences and learning.

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Inclusion Strong standard

The childminder knows children well and identifies potential barriers to their learning and wellbeing promptly. He gathers information about children's starting points, observes their development and discusses emerging concerns with parents and the other childminders. This helps him recognise when children may need additional support and adapt his approach as their needs change.

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Inclusion Strong standard

He gives particular attention to children who are less confident communicators. He notices when children have the words or understanding to express themselves but need support to develop the confidence to do so. He models language, gives children time to respond and encourages them to communicate their needs for themselves. As a result, children become increasingly confident in speaking to others and asking for help when they need it.

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Inclusion Strong standard

The childminder adapts his interactions according to children's age, stage of development and individual needs. He adjusts his language to support children's understanding while introducing new words that extend their vocabulary. He observes how children respond to different approaches and adjusts support when necessary. He understands when further advice may be needed and how additional funding can be used to meet identified needs. Children participate fully in everyday routines, play and learning and receive support that reflects their individual needs.

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Leadership and governance Strong standard

The childminder has an accurate understanding of his strengths and reflects thoughtfully on how his practice can improve. He recognised that he had sometimes waited for children to seek help before offering support. Reflection has led him to adjust his approach so that he notices children's cues earlier while continuing to give them opportunities to communicate their needs and do things for themselves. This demonstrates how evaluation of his practice leads to meaningful change.

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Leadership and governance Strong standard

The childminder works collaboratively with the other childminders and contributes his particular interest and knowledge in early mathematics to the shared curriculum. He actively develops his knowledge through reading, research and professional discussion and reflects on how this learning can strengthen his practice. He has identified early mathematics as an area in which he can develop greater expertise and contribute further to the shared curriculum.

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Leadership and governance Strong standard

The co-childminding arrangement makes effective use of complementary expertise. Regular discussion helps the childminder reflect on children's experiences and maintain consistent approaches across the provision. He communicates effectively with families and draws on their knowledge of children to support continuity between home and the setting. Parents value his caring and dedicated approach and recognise the positive relationships he develops with their children.

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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, secure and confident in the childminder's care. They form warm relationships with him and actively seek him out to share their discoveries, stories and play. He responds sensitively to children's different personalities, communication and cues. Children enjoy his playful approach and show affection towards him. Familiar routines and responsive interactions help children feel secure and ready to participate in their day.

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

Children enjoy purposeful learning that builds on their interests and what they already know. Mathematical ideas feature naturally in their play. Children count objects, explore number,

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Inspector:

Lauren Mills shape, size and position and use increasingly precise language as they build towers and bridges. The childminder adapts his interactions according to children's understanding, helping children of different ages to participate and experience success.

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Inspector:

Everyday discoveries become opportunities for children to revisit and extend their learning. When a butterfly lands in the garden, the childminder links this to a familiar story. Children recall some of the foods from the story and remember that the caterpillar becomes a butterfly. As they follow where it flies, they use words about position and movement. This helps children connect previous learning with what they encounter in the world around them.

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Inspector:

Children develop confidence to communicate what they need and increasingly do things for themselves. They are encouraged to speak to one another, share resources and resolve manageable difficulties with calm support. Children learn to manage familiar routines and attempt practical tasks independently. Adults provide just enough help when needed, enabling children to experience the satisfaction of succeeding for themselves.

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Inspector:

Children learn how to keep themselves safe and healthy through everyday experiences. They develop an understanding of road and sun safety, follow established mealtime routines and benefit from attentive supervision. Children benefit from the consistent approach he shares with the other childminders he works alongside. Parents value the childminder's caring approach and recognise children's growing communication, confidence and independence.

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Next steps

The childminder should further develop his expertise in early mathematics, strengthening his contribution to the curriculum he plans and delivers with the other childminders and supporting children to build progressively on their mathematical knowledge and skills.

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About this inspection

The inspector spoke with the childminder, co-childminders 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 : 07:30 - 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

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

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