Whyman, Hayleigh Frances

Whyman, Hayleigh Frances

Unique reference number (URN): 2755281 Address: 78 Allington Drive, Strood, Rochester, Kent, ME2 3TA Type: Childminder Registered with Ofsted: 06/11/2023 Registers: EYR, CCR Registered person: Whyman, Hayleigh Frances

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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 Expected standard

All children make steady progress from their starting points, including those who face barriers to learning. Babies are becoming increasingly confident to explore their surroundings independently and interact socially. Older children are able to use a range of vocabulary to express themselves. Children are developing a breadth of mathematical language, including numbers, shapes and measure.

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Achievement Expected standard

Children feel safe and secure and are beginning to understand different emotions and how to deal with them. For example, they talk about how they can deal with worries in different ways. Children develop early skills to support their next stage of learning. For example, they practise self-care routines, independence, and physical skills. Children learn how to keep themselves safe, such as washing their hands before they eat.

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Achievement Expected standard

Children are happy, confident and interested learners, able to focus and engage fully in planned activities. To support children's achievement more strongly, the childminder should ensure that practitioners are confident to consistently provide high quality interactions across the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment where familiar routines are embedded. Children feel emotionally secure, knowing what to expect and confidently follow rules to keep everyone safe. Daily routines are organised to give children the opportunity to come together for group learning, which generally supports their focus and attention. Babies have their own routines to support their age and stage of development. Children are typically engaged in their learning and are keen to take part. Practitioners praise children to support their self-esteem and to help them build a can-do attitude to learning. Children show perseverance when mastering new skills and feel proud of their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Children build warm and trusting relationships with practitioners. This supports babies to settle and feel safe in a new environment. Children often spend time playing together. The childminder plans activities to encourage team work and collaboration, such as playing group games in the garden. She reminds children of the importance of being kind and sharing. Children make sure their friends have a seat at the table for lunch and ensure they can all see the pictures when reading books. The childminder promotes the importance of attendance and punctuality through regular communication with parents. She is mindful of individual circumstances and supports parents with adaptations to their routines if needed.

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Children's welfare and wellbeing Expected standard

The childminder is considerate of every child's individual needs and holds their wellbeing at the heart of her practice. She is particularly mindful of babies having a routine that fits their needs. She follows home routines where possible for their comfort, and is flexible with eating and sleeping times, to ensure their wellbeing is of the highest priority.

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Children's welfare and wellbeing Expected standard

The childminder is calm and responsive to all children. She listens to them carefully and makes them feel valued and heard. For example, children are asked what they would like to do and what resources they would like. Children feel comfortable to ask for help when needed and often seek reassurance and physical comfort from practitioners.

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Children's welfare and wellbeing Expected standard

Hygiene routines typically support children to begin to develop an understanding of how to keep themselves safe. Babies privacy is supported when changing nappies and older children confidently explain why they need to wash their hands before eating. Young children are becoming able to manage their own needs, using the toilet independently and wiping their own noses.

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Children's welfare and wellbeing Expected standard

The childminder regularly plans time to support children to recognise and find ways to manage their own emotions. She is sensitive and treats children with respect when discussing how things make them feel. For example, children listen to each other and take turns to say how they could cope with different worries.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that typically meets the learning needs and different ages and stages of children's development. She carefully weaves all areas of learning into her planning, considering adaptations for those with barriers to learning. The childminder ensures she shares her vision with any assistants she works with, so they can all deliver an effective curriculum that meets children's needs. Practitioners are clear on the intent for planned activities and what they want children to learn. They give clear explanations and demonstrations to support children to understand the intended learning. They asses children's knowledge during these activities and provide appropriate challenges to keep children interested. Practitioners are sometimes less confident with how to support learning as effectively when playing alongside children's own chosen activities.

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Curriculum and teaching Expected standard

Children benefit from a language rich environment. Practitioners consistently support children to develop a love reading. They read familiar stories and use appropriate questioning to support children to understand and learn new vocabulary. Practitioners often sing to babies, supporting their language development. Maths is taught clearly and explicitly. The childminder is aware of how to adapt this to children of different ages. For instance, she teaches older children to recognise digits and say how many is one more than, while she supports younger children to learn colours and counting.

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Curriculum and teaching Expected standard

The childminder often supports children to think about emotions through a variety of resources. She supports children to think critically and develop their own ways to deal with different feelings. Plenty of comfort, cuddles and words of reassurance support children's sense of wellbeing and their self-esteem. Children benefit from daily access to the outdoors. However, the curriculum for teaching and learning outside is less precise and focussed than that implemented indoors. This means that, on occasions, children do not consistently benefit from high quality, purposeful learning experiences.

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Inclusion Expected standard

The childminder provides an inclusive environment, where all children are supported as an individual. She typically uses observation and discussions with parents to assess children's progress and identify any barriers to learning that they might have. For example, she follows home routines to support emotional security and settling for those new to childcare. The childminder seeks and implements advice from other professionals to provide additional ongoing support for children. She regularly reviews the progress children make and adapts the support accordingly. The childminder makes reasonable adjustments to include all children, such as visual cues to support those with speech and language delays. She is sensitive to different faiths and beliefs and embraces adaptations to her practice to respect and include everybody. The childminder is aware of additional funding and how she would use it to directly support any children who were eligible.

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Leadership and governance Expected standard

The childminder has an understanding of the settings strengths and areas for development. For example, she is clear on how supportive their clearly embedded routines and boundaries are for helping children to feel safe and settled. The childminder has identified some areas for development and has taken action to drive improvement forward. She uses observations of children and seeks advice from professionals to make decisions that are in the best interests of the children. However, she has not yet identified precisely further professional development opportunities to contribute to further enhancing the overall quality of the provision for children, for both herself and any assistants she works with.

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Leadership and governance Expected standard

The childminder supports any assistants she works with to feel a part of the team and they work together towards achieving the same goals. Assistants say they feel supported in their roles and appreciate the time they are given to work directly with children rather than on paperwork.

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Leadership and governance Expected standard

The childminder has built effective partnerships with parents. She communicates with them daily and parents say they feel included and part of their child's learning journey. Parents are given advice and support on how to continue to help their child's development at home. This supports effective transitions and helps children to be ready to move on the next stage of their journey.

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

Children experience a calm and nurturing environment where they feel emotionally secure and well cared for throughout the day. The childminder has built warm and caring relationships with the children. She responds to babies needs sensitively and in a timely manner. Children benefit from having their care routines adapted to reflect children's home experiences. For example, families food preferences are respected and babies are soothed using familiar routines and home comforters. Consistent communication with parents supports regular attendance and sharing of any changes to children's needs.

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

Children are keen to come to the childminder and quickly feel they belong. They call the practitioners 'auntie' providing a close, family feel. Children play happily alongside their peers, regularly choosing the same activities and sharing resources well. A smaller, alternative space is often provided for babies or children with barriers to learning. This supports them to grow and develop with resources appropriate to them, and to build their confidence before consistently joining in with the older children.

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

Children are excited and keen to join in alongside the embedded daily routines. For example, they eagerly come to the carpet for morning registration and cuddle up under a blanket for story time. Children enjoy taking part in the many learning opportunities provided for them. The childminder knows each child well and provides different activities throughout the day to support all children to make progress. For example, older children focus intently as they weigh and count coloured beans, considering which side is the heaviest. Younger children enjoy manipulating play dough in different ways to make pretend worms and balls. Children are consistently encouraged to develop their confidence and independence skills.

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Address:

78 Allington Drive Strood Rochester Kent ME2 3TA

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Address:

Registration date: 06/11/2023 The childminder gives gentle reassurance and encourages a can-do attitude to learning. Children show perseverance when trying new things and take pride in achieving things for themselves.

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Next steps

The childminder should create a more precise and effective curriculum for outdoor learning. The childminder should further support staff to feel confident to consistently provide purposeful and meaningful learning across the setting. The childminder should identify more professional learning opportunities that are precisely matched to the identified priorities to enable a consistent focus on securing excellence for all children.

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About this inspection

The inspector spoke with the childminder, assistants and the 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. Registered person: Whyman, Hayleigh Frances

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:00

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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

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 .

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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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