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Nicola Louise Spencer

My name is Nicola Spencer and I am based in Ashford, Kent. I first opened my home to welcome children in October 2010 when I became an Ofsted Registered Childminder. I enjoy working with all ages of children and helping them grow and learn.


My aim is to provide children with excellent EYFS education and a safe and nurturing warm home. I encourage children to play, explore, learn, and have fun by taking part in a wide range of activities based around their likes and interests.

I aim to provide a setting where the parents feel comfortable in leaving their children by always putting the children first and cater for all their needs.

I structure the day around the child’s wellbeing and their individual needs and routines are considered

I am a registered and insured childminder with Level 3 Diploma in Childcare. I live with my husband Carl. I enjoy working with children and accepting them into our home, I aim to make them feel part of the family.

My Qualifications


Introducing Childminding Practice

Basic Computer skills

First Aid Certificate

AS in Health and Social Award

AS in Food Technology

Cache Level 3 Diploma in Home-Based Childcare

Hobbies, interests and likes:

Family time, exploring new places, the seaside, DIY, walking, meeting up with friends, puzzles, reading, exercising.




Who to contact

Contact Name
Contact Position
01233 332294

Where to go


I am located in Kennington, Ashford, Kent. I am very near local parks, walks and shops.


At the setting children have their own entrance where they can sign in, hang their coats and put their shoes. They have access to a playroom which lots of different resources and toys. The children have a different area where they can sleep and a kitchen area for arts, craft and baking activities. The children have an enclosed garden where there is a summer house as well. The garden is currently a working progress.

When is it on?

When is childcare available
Open All Year
Carescheme Age Range:
0 year(s), 6 month(s) to 10 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 7:30 18:00
Tuesday 7:30 18:00
Wednesday 7:30 18:00
Thursday 7:30 18:00
Friday 7:30 18:00

Other Details

Table of costs
Table of costs
AmountCost Type
£4.00 Before School
£4.00 After School
£4.50 Per hour
£1.50 Per lunch
ECD Type
Offers pickups
Schools covered
Kennington CEJ School
Downs View Infant School
Cost details
10% sibling discount.

£5.00 for under 2's Per hour

£4.50 for 2 year old to School Age per hour
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
Please contact me for details.
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Music, Literacy and Numeracy, Computers / It, Toddler Groups, Paddling Pool, Toys/dolls, Dressing Up, Team Games, Discussions / Talks, Outdoor Activities, Themed Sessions, Tv/video/dvd, Parent and Toddler Group, Parks/playgrounds, Water Play, Quiet Room, Games / Puzzles, Play Room, Visits and Outings, Garden, Walks, Sandpit, Help With Homework, Arts And Crafts, Scooter, Reading, Refreshments, Books, See-Saw, Bike, Songs, Sleeping Area, Slide, Library Visits, Stories, Support Group
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)

We are happy to fulfill the 30 hours free entitlement to your needs.

Service status


Local Offer

Special Needs Support

When first starting at our setting we ask parents to complete an “All About Me” form which gives us a chance to get to understand your child and any particular areas they have strengths or areas they made need extra support.  The form also asks about your child’s interests and dislikes at home.  We also encourage settling in sessions so we can see how your child interacts while within the setting.  When your child starts we assess their starting points in line with a document called Development Matters.

At the age of 2 we complete a Progress Check which is a statutory assessment and this may be a time when any delay in development can be discussed and appropriate next steps identified.  This next step may involve us targeting a specific area of development and planning additional opportunities for your child to gain further experience in this area to arranging help from other professionals to support your child.  This will be written and shared with you through a targeted plan.

As childminders we complete training and look out for further training that helps us identify children who may need extra support and help them with any extra support.  We work closely with other settings and schools to ensure that your child’s needs are met.

As childminders we work closely with each other and all parents/carers.  We are both involved in your child’s care from the start so that we are both able to build strong and positive relationships with you and your child.  There are lots of ways that you can feel involved in how your child is being supported:

  • A daily dairy sent out via our online system which you can access and comment on.
  • Daily conversations where we can pass information on.
  • Opportunities to meet throughout the year at your request.
  • Observations sent out to you once completed via our online system which you are able to comment on.
  • Detailed reports sent 3 times a year again via our online system.
  • Collaboration with you on any extra planning we put in place such as a targeted plan.

The EYFS is an educational framework which allows us to plan for your “unique child” we observe, asses and plan for your child in the three prime and four specific areas of learning.

To help in the prime areas:


Communication and Language:

  • We provide a language rich environment tailored to the needs of current children.
  • We provide ideas and resources for parents to use at home if they wish too.
  • Working in line with speech and language therapy advice.

Personal, Social and Emotional Development:

  • Linking with other professionals for advice and support
  • Attending information sessions
  • Activities to promote well-being and resilience

Physical Development:

  • Offering an accessible environment and lay out to meet current family needs.
  • Demonstration awareness of environmental factors that have a sensory impact on children such as noise, colour and lighting.
  • Frequent and regular access to outdoor space
  • Providing for a range of dietary requirements.


Starting to teach begins with the environment we provide to improve the conditions that will enable children to listen and give their full attention and involvement of their learning.  Our playroom and kitchen area both benefit from natural light.  We have appointed the walls to promote a sense of calm and have just adjusted what we put on the walls so that it does not over power the room.  Children have a choice of what resources they have out which they can access when they would like to.


Effective teaching and learning requires a wide range of resources which are appropriate to support children’s development at all levels.  We work together to make sure we have all the resources that we will need to support all children.  If children are receiving support from outside agencies it may be possible to claim extra funding to buy additional resource or staff training.


Teaching Strategies:-

As childminders we are in a good position to ensure that we can tailor activities and outings to ensure that your child gets the most learning from both planned, unplanned activities and help with routines in the home.

We have a SEND Policy which sets out our approach to support children.

If your child is making insufficient progress through a targeted plan we as childminders will discuss with you the need to refer to other services such as speech and language therapy.  If your child receives the extra support the targeted plan would be changed to a personalised plan which you will be involved in.  Your consent is required in order to make a referral to be made.  If a referral to a specialist Teaching and Learning Service through the Local Inclusion Team Forum (LIFT).  This team meets six times a year.  If the referral is accepted a specialist teacher would then visit your child to provide additional advice and guidance and then make any additional referrals that need to be made to other services and would support your child through any transition for example when they are starting school.  At every stage of this you would be consulted and involved.

We are regularly encouraged to complete training and if there is a child within our care or looking to start with us that has a condition we are unfamiliar with we research information, share the information between us and ask health professionals for an overview.

We are both responsible for guiding, monitoring and supporting the physical and emotional development of children in our care which is especially important when children have special or additional needs.

We use an online service that you are able to see your child’s learning journey and hear about their progress.  This is also gives you an opportunity to look at any concerns that there is and arrange an appointment to discuss further.

We do reports of your child’s progress three times a year.  We complete the two statutory assessments, the Progress Check at Age Two and the Early Years Foundation Stage Profile.  Most children will have started school before the EYFS profile is due but we do complete a transition form that will help the school when the child starts.  The Progress Check at Age Two is very important and we complete before your visit with the Health Visitor.  The check gives us an opportunity to discuss your child’s starting pints and the progress they have made since starting.  It also gives us a chance to discuss if there is any delay in any areas development which you can then discuss with your health visitor.

We pride ourselves on the relationships with parents that we build through the work we do.

It is at the heart of our work that we make our setting an inclusive place where it enables all children to be included.  We take regular trips out and whenever a new child joins our setting we revise our health and safety risk assessments to take into account any new conditions that may cause a risk.

We can help to accommodate any additional needs, although on first meeting will need to discuss these 

We support your child starting a new school by completing our Transition report which includes questions answered by the children, questions answered by the parents and a review of their development and characteristics.  We pass along any relevant paperwork with your consent.  We practise dressing for school, visit if we can and attend meetings if required.

We assess the overall effectiveness of the SEN provision by talking regularly to each other, any opportunities that we might have at outside meetings, evaluation of training we do and book onto more training if needed.  We include parents/carers by regular meetings, questionnaires sent out and when reviewing policies and procedures inform parents of any changes.

If wanting to make contact with our setting please email us and we can arrange a visit so you are able to get a feel for the setting.  We encourage settling in sessions with parents and if needed or have their help from other professionals.  We would arrange any assessments that needed to be done for example for additional finding such as the SEN Inclusion Fund and apply for any funding under the Disability Access Fund (DAF) and put a plan in place on how this might be used.

Our SEND policy provides the contact for supporting children through the graduated approach.  We also have a complaint procedure which is available to look at any time and compliant forms are available.  Copies of all our policies are available to look at if required.  We welcome any comments or feedback face to face, over email or through our online system.  We welcome any constructive feedback or suggestions at any time.


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