The Wooden Horse At St. Hildas

Inspection of The Wooden Horse At St. Hildas St Hildas Rc Primary School, Airy Hill, Whitby YO21 1PZ

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Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children at this setting particularly enjoy learning opportunities in the interesting outdoor area. They splash and delight in muddy puddles, which supports their well- being and motivation levels. Staff take children to the local park often. As a result, children's physical development is supported well. They take risks climbing on equipment and enjoy running in the open spaces. This supports them in being fit and healthy.

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The provision is inadequate

Despite children appearing happy and safe, their overall safety and well-being are compromised. Staff recognise when children might be at risk of harm. However, some staff lack awareness of the significance of their role to keep children safe. They do not act in an appropriate or timely manner to express concerns clearly and concisely. When staff suspect children are at risk, they do not document and refer their worries to the person responsible.

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The provision is inadequate

Nevertheless, children at this setting receive a varied early education. Staff have high expectations of what children can do. This includes those with special educational needs and/or disabilities, who have their specific needs met well. There are rules and boundaries in place, which help children to behave well.

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need to do better?

n Staff in the baby room invest time ensuring that babies settle in quickly. They get to know babies well and ask parents to contribute a wealth of information when they join. This helps staff to meet their needs from the start. They form strong attachments with babies and, as a result, babies are happy and settled. Staff frequently use songs alongside the babies' play. This supports their early language skills effectively. n Leaders place a strong emphasis on providing children with additional needs with everything they need to succeed. In turn, these children have their specific needs identified and met. Parents of these children speak very highly of the work the staff do and feel very well supported. Leaders make timely referrals to professionals, to ensure children get extra support in their learning. n Leaders provide a curriculum that is rich with opportunities for children to learn about the wider world. Staff use the local community and facilities to give

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need to do better?

children experiences to benefit them for life. For example, staff take children to the local beach, where they learn about their own locality. At times, adult-led activities do not allow children the freedom to test their own ideas. Some of the questions used by staff do not extend children's thinking. n Parents are happy with the quality of education their children receive. However, leaders fail to ensure that a robust safeguarding policy is implemented and understood by all staff. There are inconsistencies in staff's understanding of how

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need to do better?

11 October 2019 to keep children safe and what makes children vulnerable. Staff who work with older children fail to recognise their responsibilities for the safeguarding of all children at the setting. Some shy away from their safeguarding duties and view safeguarding as the responsibility of others. At times, staff are vague about who they would speak to within the setting about any concerns. Other staff identify concerns but do not act on them swiftly or follow them up. In turn, these significant weaknesses result in children's safety, well-being and personal development being compromised. n A strength of the setting is the varied opportunities they provide to support children's learning at home. For example, parents borrow 'dummy fairy' bags which provide them with information on how to support children to stop requiring a dummy. This benefits children's speech development.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The safeguarding procedures are not understood fully by all staff. They fail to record concerns and do not report promptly any concerns that they do have. This means that swift action is not taken by managers and, as a result, children at risk of harm are not protected. Managers minimise physical risks to children within the setting through detailed risk assessments of the premises. Effective checks and procedures ensure staff suitability.

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Due date

review and adapt the current safeguarding policy to include clearer procedures for recording and reporting concerns in the setting 04/11/2019

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Due date

ensure that all staff fully understand and follow safeguarding procedures, including identifying signs of possible abuse and how to respond in an appropriate and timely manner. 04/11/2019

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should:

n extend children's thinking skills through providing activities that allow them to

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Setting details

Unique reference number EY550220 Local authority North Yorkshire Inspection number 10127582 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 1 to 5 Total number of places 45 Number of children on roll 65 Name of registered person The Wooden Horse Nursery Ltd

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reference number

Telephone number 01947 604222 Date of previous inspection Not applicable

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Information about this early years setting

The Wooden Horse At St. Hildas registered in 2017. The setting employs 12 members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 or above, including two who hold degrees at level 6. The setting opens Monday to Friday all year round. Sessions run from 7.45am until 6pm. The setting provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The inspector spoke to parents during the inspection and took account of their views. n The inspector carried out a joint observation of teaching with the manager. n The inspector observed the quality of teaching, both indoors and outdoors, and considered the impact this has on children's learning. n The inspector held a meeting with the manager. n The inspector completed a learning walk with the manager.

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Inspection activities

11 October 2019 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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Inspection activities

11 October 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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