Dinky Groves OOSC

Dinky Groves OOSC

Unique reference number (URN): 2832432 Address: St Wilfrid's Catholic Primary School, Monkgate, York, North Yorkshire, YO31 7PB Type: Childcare on non-domestic premises Registered with Ofsted: 20/02/2025 Registers: EYR, CCR, VCR Registered person: Dinky Groves Day Nursery 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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Inclusion Strong standard

Leaders have created a highly inclusive setting where every child and family is welcomed and valued. They encourage staff to develop warm, trusting relationships with children and to recognise each child as an individual. This enables staff to plan and adapt activities, routines and games for children facing barriers to learning and wellbeing. Leaders recognise and celebrate staff's sustained commitment to supporting children. They praise staff, describing the significant improvements in children's confidence and self-regulation during their time at the setting.

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Inclusion Strong standard

Leaders are observant and vigilant, quickly identifying children who may need additional support for their welfare and wellbeing. They work effectively with parents and professionals, including social workers and school staff, to ensure children remain safe.

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Inclusion Strong standard

Leaders with responsibility for special educational needs and/or disabilities (SEND) ensure staff have the knowledge and guidance required to meet children's individual needs. They advise staff on effective strategies to help children feel secure and enjoy their time at the setting. For example, some children are greeted with their favourite dinosaur toys as they arrive at the setting. Other children enjoy looking at photographs of staff's pets to help them develop close bonds with staff and settle quickly. Staff also work closely with parents of children with SEND, who share information from specialists, including speech and language therapists. This shared approach enables staff to provide consistent support, helping children with SEND feel safe, included and fully involved in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders help staff ensure that children with special educational needs and/or disabilities and other barriers to wellbeing are supported sensitively. For example, they build close bonds with children who find the transition from school to the setting tricky. Leaders and staff work closely with parents to develop trusting relationships. They help children attend regularly with positive attitudes to the setting. This has a positive impact on children's behaviour and attendance at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff to develop the confidence and skills needed to respond sensitively to children's differing behavioural needs. They are working to strengthen consistent approaches across the staff team by helping staff establish clear routines and adapt strategies where necessary. As a result, most children understand the expectations, and typically respond positively to gentle reminders.

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Behaviour, attitudes and establishing routines Expected standard

Staff are warm, friendly and kind in their interactions with children, and generally provide positive role models. Most children enjoy their time at the setting, choosing to play independently or alongside friends. They typically show positive attitudes to the activities on offer and cooperate well with others. Some children say they would welcome additional spaces where they can chat with friends or enjoy reading quietly. Occasionally, some children become less involved when activities do not closely reflect their interests or stages of development. Consequently, their engagement is not always sustained throughout the session.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure staff provide a caring environment where all children, including those with special educational needs and/or disabilities feel valued and included. For example, staff provide favourite toys for some children to help them join the session happily. Staff sensitively support children who are tired and upset to regulate their emotions. They talk to them about being overwhelmed and offer close comfort. Staff listen carefully to information shared by school staff to ensure they can respond to children's needs as they move from school to the setting. This helps support children's wellbeing, helping them to feel emotionally secure and develop close relationships with staff.

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Children's welfare and wellbeing Expected standard

Children are encouraged to make healthy choices throughout the session. Leaders provide nutritious food and ensure children can independently access fruit and drinking water when they arrive after school. This helps them learn about healthy eating and making healthy choices. Leaders are reviewing and developing 'Big Snack' routines. Currently, staff give out plates, sandwiches and vegetable sticks while children wait. Staff therefore miss opportunities to encourage children to take responsibility, help each other and develop further independence during this time.

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Children's welfare and wellbeing Expected standard

Typically, staff encourage children to develop healthy hygiene routines. For example, children wash their hands after playing outside in the sand, after the toilet and before eating. They also enjoy daily outdoor play and can sometimes enjoy sports activities on the sports court. These experiences support children's physical health, emotional wellbeing and enjoyment in the setting.

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Leadership and governance Expected standard

Senior leaders provide effective support to leaders as they continue to develop the setting and staff team. Leaders help to strengthen staff practice through regular meetings, feedback on practice and professional development opportunities. Leaders also promote staff wellbeing by providing social events and incentives that help staff feel valued. Senior leaders maintain regular contact with leaders, and provide ongoing support for their wellbeing. As a result, staff feel supported to develop their practice and continue improving children's experiences at the setting.

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Leadership and governance Expected standard

Leaders have started to evaluate the setting's strengths and are developing their understanding of the areas requiring further development. They recognise the progress staff have made in establishing routines, expectations and promoting positive behaviour. Leaders have started to observe practice to identify strengths and priorities for further improvement. They seek the views of parents and children on some occasions, and sometimes use this feedback to make improvements where possible. Leaders promote effective partnerships with parents and school. Daily chats ensure staff receive important information to help children settle quickly and enjoy their time at the setting. Parents value the regular conversations they have with staff as they pick up their children. Leaders ensure online information about the setting is accessible for parents. Parents speak highly of the individual support their children receive. This is particularly from

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Leadership and governance Expected standard

parents of children with special educational needs and/or disabilities or other barriers to their wellbeing or attendance. This helps parents build trusting relationships with staff.

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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 generally enjoy coming to the setting and attend regularly because they feel happy, welcomed and safe. They build close relationships with staff, who know them well and help them settle quickly after school. Most happily engage with the toys, games and activities. Children with special educational needs and/or disabilities (SEND) and those known (or previously known) to children's social care and other barriers to learning and wellbeing receive the individual attention they need to join in. For example, some children sit closely with staff as they build a car track and race toy cars together. They smile, make eye contact and listen as the game develops. This helps them to build confidence, communication skills and enjoy playing at the setting. Children benefit from the trusting relationships their parents and staff build, which helps them feel settled and safe at the setting.

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

Children engage in a range of social activities. Some children seek out friends and sit together to chat socially, others enjoy a quiet moment at the snack table. Children focus as they build cubes with construction pieces. Outside, children enjoy planting seeds and talking with staff about the herbs and vegetables they like to eat. These experiences help children develop friendships, confidence and a sense of belonging in the setting.

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

Children use their imagination as they play together. They mould play dough into colourful bee models, proudly describing the different colours and parts of the insect they have created. Staff praise children's efforts and achievements, helping them feel special and valued. At times, older children and younger children play alongside one another, for example, playing in the role-play house. Children explore the sensory experience of mixing water and sand to model with it, and build hills and valleys in the sand tray. As a result, children feel cared for, develop positive social skills and on the whole enjoy their time at the setting.

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Next steps

Leaders should involve children in developing the setting's spaces and activities so they better reflect their interests, sustain their engagement and promote positive attitudes throughout the session. Leaders should ensure staff consistently use snack time to encourage children to take more responsibility, help one another and further develop their independence and social skills.

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About this inspection

The inspector spoke with children, parents, staff and leaders 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 standards of provision that is registered on the Early Years Register. The registered

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Address:

St Wilfrid's Catholic Primary School Monkgate York North Yorkshire YO31 7PB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dinky Groves Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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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5 to 11

person must ensure that this provision complies with the statutory framework for children's development and care, known as the early years foundation stage.

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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

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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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