Walmgate Day Nursery

Inspection of Walmgate Day Nursery Walmgate Day Nursery, 34 Walmgate, YORK YO1 9TJ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Managers have focused on addressing the weaknesses found in the last inspection. They ensure that all staff understand how young children learn. They ensure that learning is tailored to meet each child's individual needs. This is now supporting children to make good progress across all areas of learning.

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The provision is good

Staff explain what they are doing and what is happening next. For example, they say, 'we are going to tidy up'. They then explain that next they will be reading a story. This is helping children to learn to follow a routine and transition from one activity to another. Children who sometimes struggle to regulate their own behaviour and feelings are supported to learn what is right and what is wrong. Staff speak to them and explain the consequences of their actions. They are consistent in their approach to ensure that children learn what is expected of them. This helps children to feel safe and secure as they understand the boundaries that are set.

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The provision is good

Staff provide experiences that engage children and keep them interested. They experiment with materials to make a 'volcano'. Staff model language and children can be heard using words such as 'erupted' and 'lava'. They learn that gases sometimes cause volcanos to erupt, and they remember what they have learned. Children show high levels of engagement and interest as they learn about this topic.

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need to do better?

n The key-person system is effective. Staff know the children that they care for well. They understand their individual needs and ensure that learning is matched to their needs. They work with parents to ensure that they support areas of learning that parents identify. This is contributing towards the progress children make. n Children learn about their bodies and what their body parts do. They all stop as a staff member shakes a tambourine to get children to stop and listen ready for a story. All children stop and put their hands on their heads. They point to various other parts of their bodies including their hearts and lungs. They feel their hearts beating and breathe in and out through their lungs. n Staff read familiar stories to children. They repeat stories so that children learn them. As staff read 'What Goes Bump in the Night' children finish many parts of the story. They all sit together and keep their attention on the story. Staff read

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need to do better?

with enthusiasm and intonation to keep children interested and engaged. This is supporting children to develop their vocabulary. n Staff ask open-ended questions to encourage children to think for themselves. For example, they ask how they might get something out that is stuck. They

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need to do better?

7 February 2024 always give children time to think and to answer. However, often, they do not ask further questions to encourage more in-depth discussions and conversations. n Staff support children's good health and hygiene. All children wash their hands before dinner. The manager ensures that all staff understand children's dietary requirements. Staff are vigilant during lunchtimes to ensure that procedures are now followed. n Staff give reassurance and comfort to children when they are settling into a new environment. They use children's names as they speak to them and use regular praise and encouragement to help children to feel safe and secure. Babies are settled and happy as they play and explore the environment. n Staff and managers consider how funding can be used to meet individual children's needs. They purchase resources that help children to practise taking turns. They provide experiences, such as music sessions, to help develop

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need to do better?

children's confidence and self-esteem. n The manager evaluates practice regularly. She understands the strengths and weaknesses of practice. Staff now benefit from regular coaching and supervision sessions. However, this is not yet ensuring consistency in the quality of teaching across the whole setting. n The manager identifies when staff need additional training. Staff have received additional training to support them to manage and understand children's behaviour. This training is impacts positively on staff's ability to deliver the curriculum, as they can positively manage children's behaviour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to engage in more in-depth conversations with children to further develop their conversational skills n provide further support for staff to develop their teaching skills so that there is consistency of the quality of teaching across all staff.

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Setting details

Unique reference number 2697150 Local authority York Inspection number 10313526 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 42 Number of children on roll 39 Name of registered person Walmgate Day Nursery Ltd

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reference number

Telephone number 01904 733833 Date of previous inspection 30 August 2023

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Information about this early years setting

Walmgate Day Nursery re-registered in 2022 and is located in York. The nursery employs nine members of childcare staff. All staff hold appropriate early years qualifications at level 2 or above. The manager has a degree in Early Childhood Studies. The nursery opens from Monday to Friday, all year round, except for a week at Christmas and bank holidays. Sessions are from 8am to 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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

7 February 2024 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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