Wharfe Bridge Day Nursery

Inspection of Wharfe Bridge Day Nursery School Bungalow, Grange Avenue, Tadcaster LS24 8AN

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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

Staff have created a welcoming environment where children are happy and confident and form close relationships. Children are greeted by attentive staff who quickly meet their individual needs, helping them feel secure. High expectations for behaviour are maintained throughout the nursery. Staff model calm behaviour, kindness and good manners in their daily interactions. Children behave well.

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The provision is good

Staff support children to take part in a wide range of learning opportunities, including those that develop their understanding of the world around them. Children benefit from taking part in walks around the local area and learn about their local community. For example, they visit the local bus park and play areas. Visitors to the nursery include the fire brigade and bakers, which help to develop children's understanding of their community further. Children have good opportunities to develop their physical skills, enjoying considerable outdoor time. They push buggies around the garden, balance on tyres and run and jump. Staff guide yoga sessions that provide fun opportunities for children to strengthen their core muscles and follow instructions.

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The provision is good

Staff ensure children are well prepared for important transitions, such as moving from the baby room to the over two's room. They forge good links with local primary schools and help children to prepare for moving through a variety of activities. For example, children develop independence skills. They are encouraged to use the bathroom independently and serve themselves lunch. Children learn to use knives safely and make independent choices about their play.

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need to do better?

n Staff strive to create a calm and welcoming environment. They help children develop good social skills and place a strong emphasis on children's emotional well-being. Children demonstrate good manners and are considerate to their friends. Staff praise children for their kindness. n Children display an eagerness to learn, engaging with activities and taking genuine pride in their accomplishments. For example, when practising their cutting skills, children are excited to share their progress and demonstrate how they use scissors safely and effectively. n Children regularly review and discuss their learning, which reinforces their memory and recall skills. For example, they eagerly share stories about taking 'Bertie', their travelling bear, to places such as Glastonbury and Portugal. n Staff encourage children to explore during activities. They model to children what they can do, such as building with blocks. Staff ask children questions to

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need to do better?

test their knowledge and to encourage them to respond and develop their language. For example, younger children repeat the names of animals, such as

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need to do better?

20 August 2025 'horse' and 'sheep', as they play with farm animals. They use their imagination well. For instance, children pretend to feed the ducks. n Children benefit from opportunities within their daily routine to develop their communication, language and literacy skills. Staff use visual aids and reference objects to help children who need extra support. As a result, children develop broad vocabularies and become increasingly confident communicators. n Generally, staff plan a stimulating curriculum and follow children's interests. For example, older children learn about 'Van Gogh' paintings and develop their creative skills as they paint pictures of flowers. Although staff know children well, they do not consistently use this knowledge to offer tailored support or challenge, especially for older children. As a result, some learning is not as effective as it could be and can be incidental rather than purposeful.

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need to do better?

n Children enjoy creative play. During a sensory dough-making activity, children explore colours and textures. Staff support children's explorations effectively, such as talking about the scent of the lemons. Staff offer children opportunities to develop their understanding of respecting choices and valuing the opinions of others. For example, they ask children to vote for their choice of colour they would like the dough to be. Staff's interactions with children are good. n Partnerships with parents are effective. Staff engage well with parents and provide them with reports to share information about what children are learning. Parents value the communication they receive. However, the nursery is yet to secure partnerships with other settings that children attend. This does not fully support the continuity of learning and care for some children. n Leaders monitor staff's practice well. They undertake observations of staff

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need to do better?

working with children and provide constructive feedback. Staff are invited to take part in supervision meetings to discuss their practice and professional development opportunities. For example, staff have received training in safer sleeping practice and specific training to support babies' development.

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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 develop staff's understanding of how to ensure that all children receive appropriate challenge and support, so they are engaged in purposeful learning that meets their needs and interests n strengthen partnerships with other settings that the children attend to fully share information and further support learning and care.

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Setting details

Unique reference number EY548184 Local authority North Yorkshire Inspection number 10399465 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 29 Number of children on roll 26 Name of registered person LDN Early Years Ltd

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reference number

Telephone number 01937 832824 Date of previous inspection 3 December 2019

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Information about this early years setting

Wharfe Bridge Day Nursery registered in 2017 and is located in Tadcaster, North Yorkshire. The nursery employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. The nursery provides government-funded childcare.

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Inspection activities

n The inspector held discussions with the manager about the design of the curriculum and how it is being implemented. n The inspector observed staff practice and their engagement with children throughout the inspection. She assessed the impact this has on children's learning. 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 and nursery owner. 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

20 August 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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