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
Inspection report: 9 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
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.
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.
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.
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.
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.
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.
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.
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.

Expected standard
Consequently, children thrive physically and emotionally and develop increasing
independence in managing their personal needs.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Pre-school children develop the independence, communication and confidence they need
for school, supported by clear transition arrangements.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.
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.
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.

Inspector:
Collette Bradshaw
About this setting
Unique reference number (URN): 2862952
Address:
Lockmeadow Entertainment Centre
Barker Road
Maidstone
Kent
ME16 8SF
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.
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.
About this inspection
The inspector spoke with children, leaders, the designated safeguarding lead, the special
educational needs coordinator, staff and parents during the 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
Registered person: Cece's Rainbow Kids Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 18:45
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
80
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention

The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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