Yellow Wellies

Yellow Wellies

Unique reference number (URN): 2785987 Address: 155 Victoria Road East, Hebburn, NE31 2FF Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2024 Registers: EYR, CCR, VCR Registered person: Daypark Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children are confident, curious and highly engaged learners who benefit from warm, nurturing and attentive relationships with staff. Children settle quickly into the setting because the atmosphere is calm, positive and supportive. They show high levels of involvement, sustained concentration and a clear eagerness to learn. Children's communication develops remarkably well. They develop rich language skills and demonstrate increasing vocabulary. Children are encouraged to participate in thoughtful and encouraging conversations throughout the day. Children's individuality and achievements are celebrated effectively. This helps to ensure that children who are disadvantaged, or who have special educational needs and/or disabilities, or who are known (or previously known) to children's social care, or who may face other barriers to their learning and/or well-being also achieve strongly. Children are encouraged to take part fully as adaptations are made

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Achievement Strong standard

for all children's individual learning needs. This ensures children are ready for the next stage in their learning and eventual move to school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and demonstrate positive attitudes to learning. This is underpinned by warm, respectful relationships and consistently calm, attentive care from staff, who act as strong role models. Staff use frequent praise, gentle reminders and clear expectations to support children's behaviour. As a result, children are kind, considerate and respectful towards one another. For example, in the outdoor area, children willingly share their newly crafted kites with their friends, demonstrating empathy and cooperation. Staff support children to understand why rules are important and help them to manage their behaviour positively, ensuring high expectations for all children. Routines are well established and support children to feel secure and confident. Children know what to expect and respond promptly to familiar cues. They transition smoothly between activities and demonstrate independence within daily routines. For example, children wash their hands

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Behaviour, attitudes and establishing routines Strong standard

independently before snack times. Staff are responsive to children's needs and follow their lead sensitively. For example, children who did not wish to take part in snack were supported to move on calmly, ensuring routines remain flexible and child-centred. Staff remain engaged with children across the environment throughout the session, maintaining high levels of supervision, interaction and support.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of practice and create a safe, welcoming and nurturing environment where children feel secure, valued and ready to learn. Staff build close, trusting relationships with children and support them sensitively throughout the day. Children form secure attachments with their key person and feel equally confident approaching other familiar adults for comfort, reassurance or support. Staff are highly attentive to children's individual needs and respond with warmth and sensitivity. For example, staff support children to move seats during mealtimes so they are included in social conversations. This thoughtful response ensured the child felt listened to and valued. Throughout the setting, interactions between staff and children, and between the children themselves, are positive and respectful. Staff consistently encourage kindness and consideration, and children demonstrate care for one another in their play and interactions.

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Children's welfare and wellbeing Strong standard

Overall, children's physical health, emotional wellbeing and independence are promoted exceptionally well. As a result, children are happy and confident and thrive in a nurturing environment where their individual needs are met consistently.

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Curriculum and teaching Strong standard

Leaders have designed a clear, broad and well-sequenced curriculum that builds carefully on what children know. Staff articulate clearly what children are learning and how this supports future learning, including communication, physical development, early mathematics and early literacy skills. They understand the curriculum well and use ongoing observation, in the moment planning and regular professional discussion to shape learning experiences.

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Curriculum and teaching Strong standard

Teaching is calm, purposeful and highly responsive. Young children show that they are deeply engaged in their learning. They listen attentively to familiar stories. Staff support children to explore a range of fruit like the character eats in the story. Children are encouraged to use cutlery independently to cut the fruit. This helps to extend children's physical development, building on previous skills. Staff model key vocabulary effectively, naming and describing fruit and responding to children's actions and interests. Staff are skilled at using visual prompts, modelling, using gesture and simplifying language to support communication and inclusion. Staff plan rich opportunities for imaginative play, allowing children to communicate confidently with one another. Leaders and staff understand the children extremely well and work together to continuously adapt teaching so that all children remain challenged, supported and successful. As a result, children are confident,

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Curriculum and teaching Strong standard

independent, curious learners who develop a love of learning.

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Inclusion Strong standard

Leaders and staff create a deeply inclusive culture where every child is valued and understood as an individual. Staff know children exceptionally well and identify emerging needs swiftly through daily professional discussions. These regular conversations enable staff to raise concerns immediately, agree strategies and put support in place without delay. Leaders routinely ask staff about any concerns they have, ensuring children receive timely, tailored support. Leaders act quickly when needs are identified and work closely with parents and external services, including the hearing impairment team, portage and preschool support and health visitors, maintaining strong professional relationships. Advice from professionals directly shapes practice. Leaders make effective use of external professionals to deliver targeted training, and staff engage confidently, applying strategies consistently across the setting.

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Inclusion Strong standard

Leaders use their own 'road to achievement' document to effectively track children's progress over time and demonstrate impact clearly. This enables leaders and staff to break learning into small, achievable steps and adjust targets quickly so they meet each child's individual needs. Parents are kept fully informed and involved in reviewing targets and contributing to next steps. This detailed tracking provides strong evidence when leaders seek further professional support and clearly shows each child's journey.

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Leadership and governance Strong standard

Leaders provide highly effective leadership and governance and set high expectations for both children and staff. They work collaboratively as a reflective and ambitious team and have a strong understanding of how children learn and develop. Leaders evaluate the quality of provision rigorously, identifying strengths and areas for development with precision. Leaders invest heavily in staff development. Training is thorough, well targeted and carefully aligned to identified needs, including ongoing professional development to strengthen practice in inclusion and support for children with special educational needs and/or disabilities. This ensures staff continue to develop the skills and knowledge required to meet the needs of all children.

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Leadership and governance Strong standard

Leaders place a high priority on staff wellbeing and professional growth. Staff report that they enjoy working at the setting and feel well supported through regular observations, effective supervisions and ongoing coaching. Leaders also ensure that inclusion is central to decision making. They set high expectations for all children and remove barriers to learning through targeted support and strong partnership working with families. Parents speak very highly of leaders and staff and describe the support provided as going 'above and beyond'.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy, confident and excited to attend this welcoming and nurturing setting. Staff greet children warmly and are highly attuned to their emotional needs, noticing immediately if a child needs a quiet moment, reassurance or extra support. As a result, children feel safe, valued and ready to learn from the moment they arrive. Children form strong, trusting relationships with staff and confidently seek them out for comfort and reassurance or to share their achievements. Children with special educational needs and/or disabilities benefit from predictable routines, visual support and sensitive transitions, which help them feel secure and included.

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What it's like to be a child at this setting

Children enjoy a wide range of rich and meaningful experiences that capture their interests and support their development. They play with curiosity and enthusiasm, and staff tune in carefully to children's play, extending ideas, modelling language and introducing new vocabulary in ways that feel natural and purposeful. Children take part in imaginative play, early mathematics, mark making, problem-solving and physical activities that are thoughtfully planned and responsive to their interests. Staff encourage children to keep trying, give them time to think and support them to succeed, which builds confidence and resilience.

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What it's like to be a child at this setting

Children behave kindly and show genuine care for one another. They invite others into their play, share resources willingly and offer help without being prompted. For example, children were seen supporting one another in the outdoor area and working together happily during shared activities. Respectful behaviour modelled consistently by staff is reflected in children's interactions.

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What it's like to be a child at this setting

Children achieve well from what they know and can do when they start the setting. They are very well prepared for their next stage of learning. Those who face barriers make excellent progress because staff identify needs early and adapt support quickly. Parents describe the setting as welcoming and inclusive and say they feel genuinely involved in their children's

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR learning. Leaders promote regular attendance so children benefit from consistent routines that support their wellbeing and development. Overall, children truly belong here. They feel understood, respected and supported to flourish in an environment that nurtures their confidence, curiosity and love of learning.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and the special educational needs coordinator during the inspection.

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About this inspection

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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