Wharfe Bridge Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The environment is organised to provide children with stimulating and exciting activities, indoors and outdoors, to inspire their curiosity and exploration. Children demonstrate that they feel safe and secure.

They enjoy their time at nursery. A well-thought-out curriculum delivers learning that builds on what children know. Children make decisions about their own play and staff are skilled at following children's leads.

Staff regularly observe, track and review children's development. Highly effective monitoring of children's progress ensures that they achieve to the best of their ability. This helps to minimise any g...aps in learning.

Children are developing positive attitudes and they behave consistently well. They cooperate with their friends. Children learn to resolve any minor disputes amicably.

Staff are very good role models and give children specific praise, for example for good sharing. This helps to boost children's confidence and self-esteem. Leaders have a clear vision for the nursery, which sets children at the heart of everything that it does.

They have high aspirations and focused plans for future development which are shared with the staff team and parents. These plans include improvements to the pre-school book area. Staff share information with parents to help them at key times, for example when toilet training their children.

Parents speak about the good level of support that staff give to them and their children. They talk about staff going above and beyond to help their children to succeed.

What does the early years setting do well and what does it need to do better?

Staff are nurturing and sensitive to children's needs.

Children settle well and develop strong relationships with their key person. Staff have high expectations for every child. They plan a broad range of activities that support children to make good progress from their starting points.

Children develop the skills they need for future learning. Staff have close links with the on-site school. For example, they give children good levels of support when transitioning into school.

Children benefit from forest school sessions which complement the pre-school curriculum. Children confidently explore, investigate and experience new challenges. They gain good physical skills as they run, climb and learn to balance in the spacious outdoor area.

This inspires children's physical, communication and imaginative skills effectively.Staff organise group activities for children so that they learn to share and take turns. However, there are times when whole-group activities are not well organised to maximise all children's concentration and attention skills.

This means some children become distracted.Children's communication and language skills are promoted well. For example, babies enjoy listening to stories and repeat words, such as animal sounds.

Staff read in a way that excites older children, who eagerly join in with familiar phrases and guess what will happen next. This helps children to develop skills in literacy and learn new words.Children develop hand strength and learn to control tools.

For example, they practise their mark making and develop early writing skills. Children comfortably learn how to use scissors to practise their cutting skills and extend their small-muscle development. Pre-school children identify the sounds that letters represent and independently select letters from their name hidden in the sawdust.

Staff promote care routines and encourage children to be independent. For example, children confidently put their coats and boots on. They butter their toast and pour their own drinks.

Staff teach children how to develop healthy lifestyles, such as handwashing. This helps to ensure children's good health is promoted at all times.Children's unique qualities are embraced.

Staff involve parents in nursery activities and invite them to share their children's personal and cultural celebrations. This enables children to widen their experiences and learn to respect diversity and the culture of others. Toddlers learn to communicate using Makaton sign language and pre-school children are learning to speak basic Spanish.

Staff share that they feel well supported. They have access to relevant training to help them develop. Staff feel their workload is manageable and that enjoy working as a team.

However, arrangements for the supervision of staff, including the manager, are not yet fully embedded. This means that staff do not yet benefit from consistently highly effective, targeted and specific support.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of how to protect children from harm. They know how to identify and report their concerns about children to keep them safe. Managers have made sure that staff know what might indicate a child is being exposed to extreme views or radicalisation, and other wider safeguarding issues.

Leaders follow rigorous recruitment procedures to ensure that the staff are suitable for their roles. Regular checks of the environment are undertaken to help ensure that it is a safe place for children to play.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the organisation of whole-group activities to fully support all children's concentration and attention skills continue to embed new systems to supervise and support staff, to help provide specific and targeted support.

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