The Wooden Horse - Wykeham

Inspection of The Wooden Horse - Wykeham The Wooden Horse - Wykeham, 110 Main Road, Wykeham, SCARBOROUGH, North Yorkshire YO13 9QB

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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 Good

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The provision is good

Children are content and happy at this welcoming setting. They form secure relationships with the kind and caring staff team. All children show high levels of engagement as they enjoy exploring and experimenting. For example, younger children enjoy investigating dried pasta, and older children have fun manipulating dough. Children develop their independence skills. They manage their own care needs with minimal support and are encouraged to persevere with tasks. For example, children learn how to use scissors to cut paper. They work out how to use cutters to make shapes in dough. Children play cooperatively together. For example, they feed and dress their dolls for a 'party'.

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The provision is good

Staff's effective use of questions encourages children to express their thoughts and ideas. Children are given the time to develop their critical thinking skills. For example, they enjoy playing matching games and think about words beginning with different letters and sounds. Staff successfully support children who require support from other professionals. They work in close partnership to implement specific strategies. Staff support all children to make good progress in their learning and development.

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The provision is good

The calm and organised environment supports children to behave well. Staff are positive role models and consistently implement the setting's rules. This helps children to understand the high expectations in place. Children show respect towards each other and staff. For example, during small-group activities, they know to wait for their turn to speak. Children listen well and eagerly respond to staff's instructions.

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need to do better?

n Staff make good use of the initial and ongoing information they obtain from parents. They use this to plan a meaningful curriculum around children's interests and developmental needs from the start. Staff are competent at monitoring the progress children are making. They swiftly identify any children in need of additional support. n Partnerships with parents are strong. There is a good two-way flow of communication. Staff keep parents fully informed of their child's progress and share ideas and information to support learning at home. Parents comment that staff are friendly and knowledgeable. They appreciate the care and attention that staff give their children. n Younger children enjoy singing songs and using communication boards to respond to staff's questions. They gain a sense of belonging as staff sing 'hello' to each child. This helps to successfully develop their communication and language skills. Staff support children to flourish in their self-esteem and

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need to do better?

15 May 2025 confidence through lots of positive praise. n Mathematics is weaved through, and embedded into, all aspects of the curriculum and activities. Staff count with children and talk about shapes and sizes. For example, children hang circles on a wooden stand and talk about 'more'. This helps children to begin to understand quantity. Staff count with younger children as they climb the stairs to the baby room. Older children talk about their own house number. n In general, outdoor play consists of stimulating learning experiences, which children eagerly engage with. For example, they ride on wheeled resources and develop their physical skills as they complete an obstacle course. However, children who prefer to learn outdoors are not supported as well. This is because staff do not yet apply the same level of consideration to the planning and provision for learning outdoors. n Staff support children to develop good early literacy skills. For example, songs

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need to do better?

and books are used frequently to support children's learning. During stories, children listen attentively and are interested. Children remember what they have learned over time. For example, children enthusiastically sing songs and learn sign language. n Leaders and staff are reflective. They are currently reviewing how they can support children's understanding of good oral health. Recent training has had a positive impact on helping to support children's speech and language. A strong focus on communication and language is embedded throughout all activities. For example, staff speak very clearly and regularly repeat words. n Staff plan occasional trips for the children into the local community. They celebrate some cultural events and traditions, such as St Patrick's Day. However, there are limited opportunities for children to learn about communities and faiths beyond their own.

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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 the planning of the outdoor curriculum to fully support children who prefer to learn outdoors n provide more opportunities for children to learn about diversity and different communities beyond their own.

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Setting details

Unique reference number EY421289 Local authority North Yorkshire Inspection number 10392420 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

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inspection

Total number of places 30 Number of children on roll 45 Name of registered person Holloway, Louise Mary

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reference number

Telephone number 01723 865544 Date of previous inspection 21 August 2019

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Information about this early years setting

The Wooden Horse - Wykeham registered in 2010. The nursery employs seven members of childcare staff. Of whom, six hold appropriate early years qualifications at levels 3 to 6, including two with early years professional status. The nursery opens Monday to Friday, all year round, except for bank holidays and over the Christmas period. Sessions are from 7.45am until 5.30pm. The nursery provides government funded early education.

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Inspection activities

n The inspector observed the quality of interactions during activities, indoors and outdoors, and assessed the impact this had on children's learning. n The inspector held discussions with the manager and the deputy manager about the design of the curriculum and how it is being implemented. n The inspector spoke with staff and children during the inspection. She completed a joint observation with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their verbal and written views.

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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 2025 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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