YMCA Humber Wraparound

YMCA Humber Wraparound

Unique reference number (URN): 2832242 Address: YMCA Humber, 21 Freeman Street, Grimsby, DN32 7AB Type: Childcare on non-domestic premises Registered with Ofsted: 06/04/2025 Registers: EYR, CCR, VCR Registered person: Grimsby Cleethorpes and Humber Region YMCA

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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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Leadership and governance Exceptional

The well-established leadership team has been in place and supported vulnerable families in the community successfully for many years. Building on this stability and their commitment to continuous improvement, they have expanded their provision by opening this new early years setting. The setting is in the initial years of operation, and the expert leadership is yet to achieve its impact on other areas. Leaders set a high standard by modelling the exact behaviours they expect from their staff, while securely embedding systems that ensure every child is safe, listened to and supported to thrive. Leaders have created a development culture. This combines children's home backgrounds, the shared values of the setting, and the intentional building of experiences that transform family members' lives and prepare children for future learning.

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Leadership and governance Exceptional

The provider has extensive knowledge of the community's needs and the barriers children face when they start at the setting. Using data from the local authority and working with parents, education establishments and other professionals, leaders identify themes. They then trial projects around these themes. For example, staff have implemented programmes for parents which have been proven to support and enhance children's overall development and quality of life.

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Leadership and governance Exceptional

Parents comment on how they have found employment and developed self-confidence and a better understanding of their children's needs as a result. Staff have also delivered tailored programmes to help develop children's aspirations through hands-on 'can-do' activities, such as learning to use computer-controlled laser equipment from a young age. These pilot programmes are reviewed and adapted to achieve the best outcomes before being rolled out to all children. This results in leaders making well-considered decisions that have a transformational impact on all children and their families.

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Leadership and governance Exceptional

Leaders encourage and support staff members' aspirations. As a result, a passionate, committed workforce has been developed. This ensures the high quality of teaching throughout the setting. Practitioners feel extremely valued and appreciated and thrive in an enabling environment.

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Behaviour, attitudes and establishing routines Strong standard

Staff speak to children in a calm and caring way, teaching children the importance of treating others with kindness and care. They have high expectations for all children and act as effective role models to demonstrate appropriate behaviours. Staff have recently placed more emphasis on supporting and understanding children's behaviour due to the community's needs. As a result, staff are trained in positive behaviour strategies. Staff engage in children's play and consistently talk about sharing, helping and being kind. When children engage in activities that are challenging and they struggle, staff recognise this and ask their friends how they can help. When completing a word search, children suggest their friends search vertically, and they search horizontally. This helps children recognise patterns and learn direction. Children are eager to come up with ideas.

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Behaviour, attitudes and establishing routines Strong standard

Children display positive attitudes towards their learning. They show enthusiasm and excitement in all activities they engage in. They take extreme care when colouring animal pictures not to go over the lines. Children are excited to progress and create a 3- dimensional picture of the animal's habitat that they have coloured. They skip outside to chalk and make marks with staff. Staff are skilled in purposeful conversations. They weave knowledge into the conversation, which engages children. Leaders implement a daily routine to provide consistency for children. This works well and helps all children to feel confident and secure. Children develop their independence as they show how they self-serve at snack time.

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Behaviour, attitudes and establishing routines Strong standard

All staff consistently promote attendance, and absences are followed up immediately. Staff build effective relationships with parents, resulting in additional support being implemented when needed. Information is shared with wider partners such as education and social care to support children and families' needs even further.

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Children's welfare and wellbeing Strong standard

Leaders ensure that staff understand their role as a key person in meeting the care needs of individual children, helping them to form secure attachments and promoting their welfare and wellbeing. Staff get to know all children extremely well. They make themselves available to children at all times. This enables a secure attachment with children who then seek staff out to share information and engage with. Staff build effective, trusting relationships with parents to understand a child's life. This allows them to create individual care, education and safety plans. When children show challenging behaviours, staff provide one-to-one support to talk about their feelings.

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Children's welfare and wellbeing Strong standard

Staff teach children to recognise and understand their emotions. For instance, they provide personalised journals for children and encourage them to write in them and express their feelings. They are trained as mental health practitioners, with a plan to develop this knowledge as part of a targeted pilot for younger children. There is a clear referral process for targeted support focusing on enrichment, fulfilment and friendship.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe. Staff take children on outings into the community. They teach them about the dangers of the ocean and water safety. Children walk through their community to the outdoor sports court. They develop a sense of belonging and learn about risk and safety in their community. Children are excited to play football, cricket and basketball. They learn the importance of physical play for their bodies. Staff teach them about their emotions as they learn to manage their feelings during competitive play.

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Inclusion Strong standard

Leaders and managers have embedded a comprehensive training programme to ensure all staff are suitably qualified and have the knowledge and skills to help every child reach their full potential. Staff are skilled in implementing the graduated approach. They have secure knowledge and understanding of how to identify, assess and support all children through a 'plan-do-review' cycle.

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Inclusion Strong standard

Staff implement strategies at the earliest opportunity in a child's life. They adapt the environment to create calm, nurturing spaces for children who need quiet time and/or individualised support. Staff use symbols and picture cards with children to support their early language and communication skills. These strategies are shared with parents to further support home learning.

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Inclusion Strong standard

The manager actively participates in multi-agency meetings and attends core groups and 'child in need' conferences. Working with social workers and early help services, the manager ensures that every child's individual needs are met, potential barriers are addressed, and all staff remain fully informed.

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Inclusion Strong standard

Funding is used to purchase equipment for outdoor spaces as part of a larger regeneration initiative. Through this process, all children contribute their ideas, fostering a sense of community development and respect.

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Inclusion Strong standard

The provider's practice has resulted in creating a special educational needs and disabilities group in partnership with the local authority. This has provided enhanced opportunities and experiences for vulnerable children and their families.

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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 thrive in this extremely safe, welcoming and nurturing environment. They confidently enter, excited to see what the activities of the day are. Transitions are unique and individualised to each child and their family. This helps children to settle quickly in an environment that is purposefully designed for them. All children, including those with special educational needs and/or disabilities, are included.

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

Children engage in a wide range of exciting activities. They play and learn inside the setting and outside in a safe, secure and stimulating garden. The learning environment is maintained well by staff, and they supervise children effectively. Children develop their independence, for example as they visit the community café and place an order. They learn social skills and how to behave in public. Children embed their mathematical knowledge as they play a card game. Their laughter can be heard throughout the room as they plan their moves strategically and win the game against staff.

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

Children get excited to play large 'snakes and ladders'. They all work together to set the board up. They take turns throwing the large dice, helping each other count the dots. Children laugh as their friends slide down the snake and cheer when they climb the ladders. They develop their turn taking and patience.

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

Children learn about major sporting events such as Wimbledon. They excitedly set up a centre court and learn about the different strokes when using a tennis racket. Children learn new language such as serve, forehand and backhand. They embed their mathematical knowledge as they count and record their scores. Children happily sing as they move around the environment. Staff are skilled in in-the-moment teaching as they encourage children to recall the words and actions of songs. All children make progress from their starting points.

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Address:

YMCA Humber 21 Freeman Street Grimsby DN32 7AB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Grimsby Cleethorpes and Humber Region YMCA

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Address:

Local authority: North East Lincolnshire

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Next steps

Leaders should sustain their expert leadership to support staff during these initial years of the setting's operation, to successfully embed the high-quality provision and realise a transformational impact on children's welfare and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and children 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.

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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. 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

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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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