Wonder House

Inspection of Wonder House Ryde Youth Centre, 97 High Street, Ryde PO33 2SZ

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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 Not applicable

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The provision is good

Children arrive happy and receive a warm welcome from staff. They have good attachments with the staff and go to them for comfort and cuddles when needed. Children have fun playing with their friends and behave well. Staff support them to learn to share, take turns and respect others. For example, children are mindful of their friends when climbing up the climbing frame and take turns coming down the slide.

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The provision is good

Staff encourage children to develop an early appreciation and love of books and nursery rhymes. Children enjoy listening to stories and singing familiar songs throughout the day. For instance, younger children explore story and rhyme sacks and enjoy choosing puppets that link to their favourite nursery rhyme. Furthermore, older children enjoy looking at familiar books and recall the story with their friends. As a result, children are becoming confident communicators.

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The provision is good

Staff ensure that all children benefit from daily activities to be physically active. They encourage babies to practise their early walking skills. For example, babies have low-level furniture to pull themselves to a standing position and steps in the garden that they enjoy going up and down. Older children enjoy spending lots of time outside, where they confidently develop their physical skills. For instance, they enjoy using the balance bicycles and delight as they race their friends going up and down the ramp.

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need to do better?

n The special educational needs coordinator (SENCo) has good knowledge of the local referral processes, and ensures children get timely support when needed. Leaders and staff work closely with a range of external professionals, alongside parents, recognising the importance of partnership working. The SENCo works with key persons to develop children's individual education plans. These incorporate strategies from other professionals and identify children's personalised goals. For example, staff provide focused activities for children to promote their listening and attention skills. Children with special educational needs and/or disabilities make good progress. n Leaders have a clear vision and strong commitment to the continuous improvement and future developments at the setting. Staff have regular supervisions and feel well supported. Leaders provide them with some professional development to help enhance their knowledge and skills.

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need to do better?

n Leaders and staff establish what children know and can do when they start. They use this information to provide a broad and balanced curriculum, which focuses on children's interests. Staff are aware of where children are in their learning and what they need to do to promote children's continuing progress.

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need to do better?

15 May 2024 However, occasionally in the baby room when staff are engaged in organisational tasks, the otherwise productive environment becomes less purposeful. At these times, the babies are less well engaged in the routines and learning. n Staff support children to learn to behave well. Children understand boundaries and expectations because the staff act as positive role models. They accept their friends' ideas by listening to their suggestions and celebrating different ways to play. For example, they enjoy digging in the mud together, discussing what they can do next and take turns to fill and empty containers and look for worms. n Staff provide parents with information about the activities that children have enjoyed and the progress that they are making. However, this does not always include precise information about the next steps planned for each child. This does not consistently support parents to be able to extend children's learning at

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need to do better?

home. n Staff promote children's health well. They provide good support for children to learn to manage their own personal care. For instance, they teach them the importance of regular handwashing, which older children do confidently on their own. Children enjoy visits from the local dentist, where they learn about oral health. For example, the dentist talks to them about how to brush their teeth and healthy eating. Furthermore, children enjoy using large models of teeth and a big toothbrush to practise their tooth brushing skills. This supports children's health and well-being.

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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 strengthen how information is shared with parents about the skills their children are developing to help parents support and extend their children's learning at home n strengthen the organisation of the baby room to ensure the environment sustains children's interest in purposeful play.

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Setting details

Unique reference number 2660259 Local authority Isle of Wight Inspection number 10335683 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 68 Number of children on roll 87 Name of registered person House Of Wonder LTD

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reference number

Telephone number 01983 716322 Date of previous inspection Not applicable

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Information about this early years setting

Wonder House registered in 2021. It is located in Ryde, Isle of Wight. The setting is open from 8am to 6pm Monday to Friday, for most of the year. There are 14 members of staff, 11 of whom have relevant level 3 childcare qualifications or above. The setting provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The managers and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 a joint observation of a group activity with one of the managers. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

15 May 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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