Incy Wincy's Limited

Inspection of Incy Wincy's Limited Amen House, North End, BEDALE, North Yorkshire DL8 1XA

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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 flourish in this welcoming and nurturing environment. They arrive happily and settle quickly, showing strong attachments to the adults who care for them. Across all rooms, children demonstrate high levels of confidence and a strong sense of belonging. They navigate the setting with ease, showing that they feel safe, respected and secure. Babies are soothed by gentle background music and responsive adults, who tune into their individual needs. Toddlers move between activities with curiosity, choosing toys independently and engaging in sensory exploration. Older children speak confidently with visitors, eager to share what they know and enjoy.

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The provision is good

Children are curious learners, who benefit from varied, purposeful experiences. They explore nature during weekly off-site sessions and help grow and harvest fruit and vegetables in the on-site kitchen garden. These hands-on activities support children's understanding of food, the seasons and the natural world in meaningful ways.

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The provision is good

Staff are positive role models and have high expectations for behaviour, kindness and independence. Children are reminded gently to take turns, show consideration and persist with new challenges. For example, toddlers are supported to put on slippers by themselves and praised for helping to tidy up, promoting a sense of responsibility and self-belief.

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need to do better?

n Leaders have designed a thoughtfully sequenced curriculum that is tailored to children's interests and stages of development. In the baby room, for example, staff set up black-and-white sensory areas to stimulate visual development and promote physical exploration. This individualised and responsive approach ensures that all children make secure progress across the areas of learning. n A strong emphasis is placed on supporting children's communication and language. Across all age groups, children are encouraged to express their needs and feelings using both spoken words and use of signs. Staff consistently use key Makaton signs, such as 'more' and 'finished', during daily routines, enabling even the youngest children to participate in conversations. This inclusive practice helps children build their confidence and develop early language skills. n Children are supported to become increasingly independent through well-

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need to do better?

established routines. For example, at snack and lunchtime, children confidently collect their own plates, serve food and pour drinks. Visual systems, such as coloured plates to identify allergies, help reinforce safety and promote healthy habits. These daily experiences support self-care, fine motor development and early understanding of health and hygiene.

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need to do better?

29 July 2025 n The curriculum is enriched through meaningful outdoor learning. Weekly off-site sessions, affectionately known as 'Woodpecker Wednesdays', give children the chance to explore natural environments and engage in hands-on learning. Children use magnifying glasses and maps, observe seasonal changes, and use vocabulary, such as 'dew' and 'pollen'. These experiences nurture children's curiosity and deepen their understanding of the natural world. n Mathematical development is woven into everyday play. Children are encouraged to count, compare quantities and explore size and shape. For instance, toddlers repeat comparative language, such as 'big' and 'little', while modelling dough. These experiences develop early mathematical vocabulary and problem-solving skills. n Transitions and group activities are well embedded in the daily routine and support shared learning through songs, stories and social events. In many

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need to do better?

instances, staff guide children effectively, helping them move between routines with calm and purpose. However, not all transitions are led with consistent structure or clarity. For example, during one group session, the absence of defined seating and uncertainty around leadership resulted in a loss of focus for some children. n Leaders demonstrate a strong commitment to their team and provide informal support based on individual strengths. However, systems for supervision and feedback are not yet consistently embedded across all rooms. Staff do not always have regular opportunities to reflect on practice or receive targeted coaching. This means that opportunities to build staff confidence and strengthen consistency in teaching are not yet fully realised. n Parents describe staff as nurturing, approachable and attentive to their children's individual needs. Ongoing communication is supported through daily handovers,

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need to do better?

regular updates via online learning journals and home learning suggestions. This collaborative approach ensures parents feel involved and valued, and strengthens the link between home and setting.

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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 consistency and organisation of transitions and group activities, so that children remain purposefully engaged and learning opportunities are optimised n embed regular, structured supervision and feedback systems across all rooms, so

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should:

29 July 2025 that all staff have consistent opportunities to reflect on their practice, receive targeted support and build professional confidence.

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Setting details

Unique reference number EY357260 Local authority North Yorkshire Inspection number 10399143 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 42 Number of children on roll 62 Name of registered person Incy Wincy's Limited

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reference number

Telephone number 01677 425 550 Date of previous inspection 21 November 2019

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Information about this early years setting

Incy Wincy's Limited registered in 2007. The nursery employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 and above, including one who has early years teacher status and two who have qualified teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for children aged between nine months and four years old.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with 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 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 and the deputy manager carried out a joint observation of a physical development activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

29 July 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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