Setting EY547884

Report for childcare on domestic premises

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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 happy and safe in this welcoming setting. They are greeted by friendly and caring staff. Children confidently leave their parents at the gate, ready to begin their day. Staff organise social events outside of nursery. These are for staff, parents and children, including those who have not yet started. This allows parents to socialise and network with each other, providing a sense of community. This strengthens partnerships with parents and helps staff get to know children before they start. This, alongside settling-in sessions, help children to settle in.

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The provision is good

Staff consistently model positive behaviour in line with their high expectations. As a result, children demonstrate polite behaviour in their daily interactions. Staff plan a wide range of engaging activities for children to explore. They use stories to help capture children's imagination. For example, books and various materials, such as pumpkins and leaves, are set up for children to explore.

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The provision is good

Staff complete regular assessments to monitor children's development. This helps to ensure children make good progress. Statutory assessments, such as the two- year progress check, are completed and shared with parents. These help to identify any gaps in learning so additional support can be put in place where required.

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need to do better?

n Staff introduce children to a variety of books. They snuggle into staff to enjoy these stories. This gives children comfort and helps to develop an enjoyment of reading. Staff support children's language well. They model words during play such as 'circles' and 'spiral'. This helps to provide children with a rich vocabulary. n Children benefit from a range of outdoor activities. Staff support children's understanding of how to care for living things. For example, children help to water the outdoor plants. Additionally, children confidently navigate the outdoor space on bicycles and cars. This helps to develop their coordination, as well as promoting an active lifestyle. n Staff show enthusiasm in children's play. For example, they sit on the floor with children and take turns rolling a ball to one another. This helps support children to take turns and develop positive relationships. n Children are taught good hygiene practices. For example, they wash their hands

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need to do better?

before meals, supported by staff. Children have ample opportunities to develop their self-help and independence skills. For example, they use small jugs to pour their own drinks. This also supports their physical development. n Children enjoy sociable mealtimes with nutritious and homemade foods. However, children regularly enjoy their snack picnic style on a blanket on the floor rather than at a table. This does not fully support safer eating practices, especially for the youngest children. That said, staff sit with children and enjoy a

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need to do better?

22 September 2025 meal with them. They remind children to sit down while they are eating and model this well. n Staff work effectively with a range of other settings and local schools. They use child-friendly 'ready for school' checklists that promote independence. Children gain a sense of achievement as they mark off what they can do in preparation for the transition. Furthermore, staff share information with other settings which children attend. This helps with the continuity of care and education across all settings. n The dedicated manager continuously evaluates the setting to identify any areas for development. She adapts the provision, considering the views of parents, children and staff. The manager holds regular meetings with staff to support their wellbeing and enable them to voice any concerns. However, the arrangements for monitoring staff practice are not fully effective or focused. As a result, staff do not always receive targeted training that meets their specific

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need to do better?

areas for development. n Parents praise the setting. They value the updates they receive about their child throughout the day. They complement how staff have supported children to settle in and how they have prepared them for school. Staff share ideas and guidance with parents on how they can support children's learning at home. For example, they provide guidance to parents on how to support children with toilet training.

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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 review the arrangements at snack time to ensure these are suitable for all children in line with safer eating guidance n strengthen monitoring of staff practice to quickly identify further training opportunities and areas for staff development.

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Setting details

Unique reference number EY547884 Local authority North Yorkshire Inspection number 10392845 Type of provision Childcare on 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 16 Number of children on roll 18

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reference number

Date of previous inspection 17 September 2019

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Information about this early years setting

Ellytotts registered in 2017. The setting employs four members of childcare staff. Three of these hold qualifications at level 3 or above including one with Early Years Teacher Status. The setting opens Monday 7.30am – 5.30pm and Friday 9.00am – 4.00pm excluding bank holidays and two weeks at Christmas. The setting provides government-funded childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. 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 observed the interactions between staff and children. n The inspector carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector. 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

22 September 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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