Loreto Ramos Rosa (Kikiriki Spanish)

My name is Loreto, a Spanish mum of three amazing children. I am an ofsted registered childminder and I run a Spanish Childcare setting and Spanish playgroup.

I love children and enjoy being with them, I treat children in my care as I treat my own, with love, respect and freedom with some necessary limits.

Most of the time the children engage in free play, in and outdoors. Some days we go to playgroups, park, library, outings... And every week we do set activities for the children to take part if they wish to.

I have created a loving and respectful environment where we respond to each child's needs, likes, dislikes and individual talents.

I follow child led philosophies as well as the EYFS.

Please contact me if you would like more information.   

Who to contact

07905 982137 07905 982137
Kikiriki Spanish Childcare and Playgoup
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Where to go

Woodford Green
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Time / Date Details

When is it on
Monday to Friday - 7.30am to 5.30pm
Time of day

Other Details

£60 p/day, £9 p/hr, negotiable over night rates. Playgroup: £4 Wednesday, £5 Saturday

Childcare Information

Funded Places

Has 3 & 4 year old funding
Has 2 year old funding

Opening Times & Facilities

Outdoor garden
Hot meals provided
Visits and outings
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Sleeping area
Caters for all dietary needs
Free Early Learning - 2 years
Caters for all cultural needs
Language classes

School Pickups

Does offer school pickups

Churchfields Junior School
Churchfields Infants School

Ofsted Information

Ofsted URN
Link to latest Ofsted inspection report 
Local Offer


Age range
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Shortbreak type

Education Offer


At Kikiriki Spanish we believe that each child is unique and must be given the opportunity to achieve, become a confident learner and reach their full potential. All children access a full range of activities to develop and learn through play in a caring, safe and stimulating environment.

Support will be given to children with special educational needs so they have full access to the curriculum. They will be included in all activities alongside their peers. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education.

I adhere to the requirements of the Equality Act 2010 and the SEND Code of Practice 2014.

My setting is located in Woodford Green, Redbridge. I have an spacious living/playroom with a good size garden. I can accommodate up to 10 children. Children in my setting come from different backgrounds. All the families have an interest in their children being bilingual.

I can make a quiet area where children can spend time relaxing and I have access to the sensory room, sensory garden and soft play room at my local Children’s Centre.

Identifying children's needs

Early identification of difficulties is important to support children’s progress, learning and development. Any difficulty with children’s learning is discussed with parents and carers.

All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.

Outside agencies may be involved when a child does not progress at the expected rate despite additional support. Parents and carers are asked for their consent. Progress may also be discussed with the LA Childminding Development Officer and the SEN Advisor/Coordinator.

Dedicated contacts

I will be the first point of contact for parents and carers. Progress may also be discussed with the LA SEN Advisor/Coordinator.

Involving children and their families
  • Regular contact between parents/carers and the setting
  • Advice on how to support learning at home
  • Parenting advice
  • Planning and review meetings

I will attend the necessary available training to have as much knowledge as needed.

Range of support available
  • EYFS Curriculum planning differentiation
  • Support for behaviour
  • Support for health needs
  • Partnership working with other professionals
  • Support for communication needs
  • Additional support strategies

We make use of augmentative communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech and language and social communication development.

Measuring children's progress

Planning for children with SEN will be done using an Individual Outcomes Plan (IOP). The IOP shows small steps and is reviewed termly with parents and carers.

A progress report will be given to parents at the end of every term with details of the child’s progress across the EYFS.

A Two Year Progress Check is also compiled when the child is two years and covers the child’s progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).

Children are observed regularly to identify progress and next steps.

Support and training for school staff

I do not have experience of supporting children with SEN and additional health requirements. But I work closely with the LA, local schools, Children’s Centres and other childminders.

Accessibility of the school

All resources are located at children’s level in clear, labelled boxes.

Makaton signing is used.

The toilet is situated in the first floor, so it’s not fully accessible. I provide stools and easy to reach washing facilities, we normally wash our hands in the sink in the kitchen before meals as I do not have a toilet on the ground floor.

The garden area is very spacious but is not fully accessible as there is a step from the living room.


A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.

There is a wide range of equipment to support children’s learning and development to include sensory toys. Resources are appropriate, challenging and interesting and are available to all children.

All activities are differentiated according to children’s level of development and all outings are available to all children.

Transition arrangements

School visits are organised at the beginning of the summer term. The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).

Support and training for parents and carers

Links with children centres Parent workshops Parent consultation.


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