Embsay Children's Centre

Embsay Children's Centre
Unique reference number (URN): 400136
Address: Pasture Road, Embsay, Skipton, North Yorkshire, BD23 6RQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/02/1993
Registers: EYR, CCR, VCR
Registered person: Caroline Midgley and Simon Midgley Partnership
Inspection report: 17 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children progress well from their starting points and learn to express themselves clearly and
with confidence. They benefit from frequent opportunities to explore well-chosen books and
stories, which help them learn about the world around them. For instance, babies and young
children eagerly sit with staff and friends as they investigate different textures and enjoy
recognising simple repeated phrases such as 'that's not my …'. Older children learn to follow
a detailed plot, understand the nature of different characters in a familiar book and explain
their emotions as the story progresses.
Children, including those with special educational needs and/or disabilities, achieve well in
all areas of their learning. They learn to build and refine their body control as they explore
many opportunities indoors and outdoors to strengthen their core muscles, their grip and
balance on increasingly challenging soft-play and climbing structures. Children develop their
mathematical skills and language as, for instance, they place soft-play stepping stones in
number order and solve puzzles to find which went before, after and next.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have very high expectations for children's positive behaviour and attitudes
throughout the setting. Staff are consistently effective role models and establish warm
relationships with all children, including those with special educational needs and/or
disabilities. They establish routines from the start so that babies and children soon learn to
feel confident and assured. Staff work closely with parents to reflect home routines, such as
sleep times, to help babies and young children transition confidently into the life of the
setting. As a result, children are very well behaved and show care for others. For example,
they are patient and polite at snack and mealtimes and follow staff's very positive example.
Staff make effective use of carefully considered routines to develop children's sense of
belonging. For instance, welcome songs at the start of the day encourage children to greet
each other warmly and to recognise each other's names. Children's attendance and
punctuality are positively encouraged. There are well-established routines for staff and
parents to communicate if there are any unexplained absences.
Children's welfare and wellbeing Strong standard
Leaders establish a warm, caring and positive ethos throughout the setting. This is based on
assessments that sharply identify children's individual needs. Key persons establish
effective relationships with children and their families from an early stage. Consequently,
children, including those with special educational needs and/or disabilities, are happy and
confident throughout the setting.
There are robust procedures to support babies and children starting the setting to settle in
smoothly. This contributes to their confidence and keenness to learn from the start. The
same level of care and planning helps children to transition through the setting's classes and

then to school. Parents are very appreciative of the guidance and communication staff
provide, and this assures children's successful induction and overall wellbeing. Children are
helped to recognise and manage their own emotions and behaviour. Well-chosen books and
games help children to reflect on and understand their feelings.
Staff promote children's health and physical wellbeing. For example, children's development
is systematically nurtured through programmes such as activity songs, dance and the use of
the large and well-planned and extensive outdoor facilities. Children learn to wash their
hands regularly and thoroughly. Children appreciate the value of healthy eating. They
become increasingly independent in serving themselves with the nutritious meals prepared
for them.
Curriculum and teaching Strong standard
Leaders and staff place a carefully planned and systematic curriculum at the heart of
learning for all children. They make effective use of assessment to meet all children's needs,
including those with special educational needs and/or disabilities. Staff work closely with
parents, for example to accurately pinpoint babies' and children's stages of development
from the start to ensure they settle and make positive progress.
Leaders ensure staff have the depth of knowledge and understanding to support
progressive learning. For example, staff in the baby room are trained in supporting safe
sleeping routines, eating and early communication skills. There is a consistent focus on
enriching the personal and learning skills children need for later learning. For example,
babies are supported to learn to listen well for extended periods and distinguish sounds as
they use shakers and bells to accompany traditional nursery rhymes and songs. Staff build
on this with older children, who learn increasingly complex songs that help them recall the
days of the week, seasons and months of the year and recognise rhymes and syllable
patterns.
Staff are knowledgeable and confident in building children's vocabulary through, for
instance, asking questions as they join conversations in role play and at snack times. They
use a range of strategies to develop children's mathematical skills and ensure they have a
secure understanding of quantities and the order of numbers.
Inclusion Strong standard
Leaders create a fully inclusive culture within the setting and the wider community. Staff
know all the children in their care well. They build strong bonds and accurately assess their
needs and achievements. They identify any gaps in children's learning at an early stage and
work closely with parents and senior staff to identify and plan for the next steps in the
children's development. For example, staff carefully analyse patterns of behaviour for
children who find it difficult to manage their own emotions to provide the support they need.
Children with special educational needs and/or disabilities (SEND) make progress that
prepares them well for later learning as they build their skills in gradual, precise and
measurable steps. For example, staff work closely with speech and language, medical and
physiotherapy professionals to plan, teach and regularly assess their progress.

Leaders sharply focus on ensuring that staff have the training and mentoring to provide
targeted and systematic provision for children with SEND and other vulnerable learners.
Senior staff rigorously pursue all avenues to help children and their families acquire the
support they need. They carefully consider the use of additional funding to help all children
access the setting's full curriculum and, for instance, ensure staff receive specific training to
support children's physical or other needs.
Leadership and governance Strong standard
The well-qualified and experienced leadership team has continued to sustain high-quality
provision since the previous inspection. Leaders have a clear understanding of the setting's
strengths and weaknesses. There are robust procedures to draw on the views of parents,
staff and children to evaluate and improve the effectiveness of the children's centre. Leaders
and other senior staff work towards challenging actions, such as building a fully inclusive
and sharply focused curriculum, to have a sustained impact on children's achievement and
wellbeing, including children with special educational needs and/or disabilities. They support
this through strategic research, training and links with the local community.
Leaders place a high value on well-trained and positive staff to promote the highest
standards. Staff are well qualified and a high proportion of apprentices supported by the
setting achieve a distinction grade. Leaders use staff's self-evaluation, specific training days
and regular staff meetings to promote staff's wellbeing and effectiveness. Consequently,
staff morale is high, and they are keen to extend their knowledge, for example, as emotion
coaches and mathematics champions.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are very happy throughout their time in this stimulating setting. They progress
consistently well from their individual starting points in all areas of learning. They are
prepared for the next stage in their learning, including starting school. For example, children,
including those with special educational needs and/or disabilities, learn to communicate with
increasing confidence, show curiosity about the world around them and are eager to learn.
Babies learn to listen, enjoy and join in with the many familiar action songs, nursery rhymes
and stories staff share with them. This helps to establish a firm basis for their emerging
language skills. Older children build on this knowledge and understanding through, for
example, games and group activities that help them recognise rhymes and initial sounds of
words. They extend their vocabulary and have thoughtful conversations, for example when
2-year-olds identify the different expressions on the faces of the magnet game they are
playing and explain what makes them happy, angry and sad. Older children talk with
enthusiasm and knowledge about the different animals in the book they have been reading
and why they behave as they do. Babies and children extend their knowledge and
vocabulary through the many songs and rhymes they enthusiastically sing that introduce
them to, for example, counting skills, the days of the week and the seasons of the year.
Children become independent and self-assured as they learn to follow instructions safely
and organise their own play. For example, babies are guided to build their standing and
walking skills as they move around the wooden furniture in the baby room. Older children
become increasingly adventurous as they climb the boat and large wooden structures in the
extensive grounds. Children develop healthy eating habits as they learn to serve themselves
from the balanced, nutritious meals the staff provide.

Inspector:
Andrew Clark
About this setting
Unique reference number (URN): 400136
Address:
Pasture Road
Embsay
Skipton
North Yorkshire
BD23 6RQ
Type: Childcare on non-domestic premises
Registration date: 05/02/1993
Registered person: Caroline Midgley and Simon Midgley Partnership
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00
Local authority: North Yorkshire
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of those with special
educational needs and/or disabilities and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with children, leaders, practitioners and some parents during the
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 February 2026
Children numbers
Age range of children at the time of inspection
0 to 14
Total number of places
85
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright