Summary
- The provision is good Children are safe and secure and they settle into the environment.
- They confidently choose what they want to do.
- Children relish the extensive play and learning opportunities.
- Staff provide children with a very wel -resourced and challenging outdoor environment which particularly promotes children's physical development.
- Children are busy, full of excitement and have the freedom to explore.
- They enthusiastically practise a range of movements to climb to the top of a small incline.
- Children show pride as they achieve their goal and have high levels of confidence in their own abilities.
- Babies practise their newly learned walking skil s.
- They hold their arms out and steady themselves as they move across the garden area.
- Staff give babies encouragement as they say 'wel done' and 'you can do it'.
- This helps to give babies the determination to keep on trying.
- Children wil ingly accept other children who enter their play.
- They freely share resources and discuss what is happening.
- For example, as children use toy dumper trucks to clear leaves, other children join in.
- They help to carry the leaves and manoeuvre the trucks into position for emptying.
- Babies readily share blocks with each other.
- They smile happily as they pass the blocks back and forth between themselves.
- Most parents are positive about the care and the opportunities provided for their children.
- Staff work closely with parents when children first start, to get to know children and support their individual needs.
- These arrangements have been flexibly adapted during the COVID-19 pandemic.
- For example, staff have conscientiously added extra settling-in sessions to help new children settle quickly.
- What does the early years setting do well and what does it need to do better?n Children learn how to keep themselves healthy.
- Older children are excited toshow their knowledge of why they need to wash their hands.
- They talk enthusiastical y about 'washing the germs away'.
- Younger children show their understanding of managing their self-care needs as they independently access their own drinks when they are thirsty.
- This further supports children's developing self-help skil s.n Staff teach children about differences.
- For example, older children measure theirhands with staff and other children.
- They discuss how each person's hands are different sizes.
- Staff further support children's developing mathematical vocabulary and talk about whose hands are 'larger or bigger' and whose hands are 'smaller or tinier'.n The management team and staff know the importance of working on children'sphysical skil s before they can learn to hold a pen or write.
- For example, babies make marks in sand and watch as the sand moves through their fingers.
- Younger children play with water.
- They wet sponges and giggle with delight as
Extract from latest Ofsted Report.
Overview
Manager
Not yet updated
Owner
Monks, Helen Frances
Provider type
Childcare on Non-Domestic Premises
Provider subtype
Full day care
Local authority
North Yorkshire
Parliamentary Constituency
Skipton and Ripon
Education Stages
Year Founded
01/7/2018
Education Provision
Education Stages
Nursery / Early Years
0 - 3 year olds
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Staff Information
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Total number of staff
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Ofsted
Breakdown of Ofsted Rating: 22/10/2021
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