Yellow Wellies

Yellow Wellies
Unique reference number (URN): 2785987
Address: 155 Victoria Road East, Hebburn, NE31 2FF
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/03/2024
Registers: EYR, CCR, VCR
Registered person: Daypark Ltd
Inspection report: 9 April 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 are confident, curious and highly engaged learners who benefit from warm,
nurturing and attentive relationships with staff. Children settle quickly into the setting
because the atmosphere is calm, positive and supportive. They show high levels of
involvement, sustained concentration and a clear eagerness to learn. Children's
communication develops remarkably well. They develop rich language skills and
demonstrate increasing vocabulary. Children are encouraged to participate in thoughtful and
encouraging conversations throughout the day. Children's individuality and achievements
are celebrated effectively. This helps to ensure that children who are disadvantaged, or who
have special educational needs and/or disabilities, or who are known (or previously known)
to children's social care, or who may face other barriers to their learning and/or well-being
also achieve strongly. Children are encouraged to take part fully as adaptations are made
for all children's individual learning needs. This ensures children are ready for the next stage
in their learning and eventual move to school.
Behaviour, attitudes and establishing routines Strong standard
Children behave extremely well and demonstrate positive attitudes to learning. This is
underpinned by warm, respectful relationships and consistently calm, attentive care from
staff, who act as strong role models. Staff use frequent praise, gentle reminders and clear
expectations to support children's behaviour. As a result, children are kind, considerate and
respectful towards one another. For example, in the outdoor area, children willingly share
their newly crafted kites with their friends, demonstrating empathy and cooperation. Staff
support children to understand why rules are important and help them to manage their
behaviour positively, ensuring high expectations for all children. Routines are well
established and support children to feel secure and confident. Children know what to expect
and respond promptly to familiar cues. They transition smoothly between activities and
demonstrate independence within daily routines. For example, children wash their hands
independently before snack times. Staff are responsive to children's needs and follow their
lead sensitively. For example, children who did not wish to take part in snack were
supported to move on calmly, ensuring routines remain flexible and child-centred. Staff
remain engaged with children across the environment throughout the session, maintaining
high levels of supervision, interaction and support.
Children's welfare and wellbeing Strong standard
Leaders place children's welfare and wellbeing at the heart of practice and create a safe,
welcoming and nurturing environment where children feel secure, valued and ready to learn.
Staff build close, trusting relationships with children and support them sensitively throughout
the day. Children form secure attachments with their key person and feel equally confident
approaching other familiar adults for comfort, reassurance or support. Staff are highly
attentive to children's individual needs and respond with warmth and sensitivity. For
example, staff support children to move seats during mealtimes so they are included in
social conversations. This thoughtful response ensured the child felt listened to and valued.

Throughout the setting, interactions between staff and children, and between the children
themselves, are positive and respectful. Staff consistently encourage kindness and
consideration, and children demonstrate care for one another in their play and interactions.
Overall, children's physical health, emotional wellbeing and independence are promoted
exceptionally well. As a result, children are happy and confident and thrive in a nurturing
environment where their individual needs are met consistently.
Curriculum and teaching Strong standard
Leaders have designed a clear, broad and well-sequenced curriculum that builds carefully
on what children know. Staff articulate clearly what children are learning and how this
supports future learning, including communication, physical development, early mathematics
and early literacy skills. They understand the curriculum well and use ongoing observation,
in the moment planning and regular professional discussion to shape learning experiences.
Teaching is calm, purposeful and highly responsive. Young children show that they are
deeply engaged in their learning. They listen attentively to familiar stories. Staff support
children to explore a range of fruit like the character eats in the story. Children are
encouraged to use cutlery independently to cut the fruit. This helps to extend children's
physical development, building on previous skills. Staff model key vocabulary effectively,
naming and describing fruit and responding to children's actions and interests. Staff are
skilled at using visual prompts, modelling, using gesture and simplifying language to support
communication and inclusion. Staff plan rich opportunities for imaginative play, allowing
children to communicate confidently with one another. Leaders and staff understand the
children extremely well and work together to continuously adapt teaching so that all children
remain challenged, supported and successful. As a result, children are confident,
independent, curious learners who develop a love of learning.
Inclusion Strong standard
Leaders and staff create a deeply inclusive culture where every child is valued and
understood as an individual. Staff know children exceptionally well and identify emerging
needs swiftly through daily professional discussions. These regular conversations enable
staff to raise concerns immediately, agree strategies and put support in place without delay.
Leaders routinely ask staff about any concerns they have, ensuring children receive timely,
tailored support. Leaders act quickly when needs are identified and work closely with
parents and external services, including the hearing impairment team, portage and
preschool support and health visitors, maintaining strong professional relationships. Advice
from professionals directly shapes practice. Leaders make effective use of external
professionals to deliver targeted training, and staff engage confidently, applying strategies
consistently across the setting.
Leaders use their own 'road to achievement' document to effectively track children's
progress over time and demonstrate impact clearly. This enables leaders and staff to break
learning into small, achievable steps and adjust targets quickly so they meet each child's
individual needs. Parents are kept fully informed and involved in reviewing targets and

contributing to next steps. This detailed tracking provides strong evidence when leaders
seek further professional support and clearly shows each child's journey.
Leadership and governance Strong standard
Leaders provide highly effective leadership and governance and set high expectations for
both children and staff. They work collaboratively as a reflective and ambitious team and
have a strong understanding of how children learn and develop. Leaders evaluate the
quality of provision rigorously, identifying strengths and areas for development with
precision. Leaders invest heavily in staff development. Training is thorough, well targeted
and carefully aligned to identified needs, including ongoing professional development to
strengthen practice in inclusion and support for children with special educational needs
and/or disabilities. This ensures staff continue to develop the skills and knowledge required
to meet the needs of all children.
Leaders place a high priority on staff wellbeing and professional growth. Staff report that
they enjoy working at the setting and feel well supported through regular observations,
effective supervisions and ongoing coaching. Leaders also ensure that inclusion is central to
decision making. They set high expectations for all children and remove barriers to learning
through targeted support and strong partnership working with families. Parents speak very
highly of leaders and staff and describe the support provided as going 'above and beyond'.
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 happy, confident and excited to attend this welcoming and nurturing setting.
Staff greet children warmly and are highly attuned to their emotional needs, noticing
immediately if a child needs a quiet moment, reassurance or extra support. As a result,
children feel safe, valued and ready to learn from the moment they arrive. Children form
strong, trusting relationships with staff and confidently seek them out for comfort and
reassurance or to share their achievements. Children with special educational needs and/or
disabilities benefit from predictable routines, visual support and sensitive transitions, which
help them feel secure and included.
Children enjoy a wide range of rich and meaningful experiences that capture their interests
and support their development. They play with curiosity and enthusiasm, and staff tune in
carefully to children's play, extending ideas, modelling language and introducing new
vocabulary in ways that feel natural and purposeful. Children take part in imaginative play,
early mathematics, mark making, problem-solving and physical activities that are
thoughtfully planned and responsive to their interests. Staff encourage children to keep
trying, give them time to think and support them to succeed, which builds confidence and
resilience.
Children behave kindly and show genuine care for one another. They invite others into their
play, share resources willingly and offer help without being prompted. For example, children
were seen supporting one another in the outdoor area and working together happily during
shared activities. Respectful behaviour modelled consistently by staff is reflected in
children's interactions.
Children achieve well from what they know and can do when they start the setting. They are
very well prepared for their next stage of learning. Those who face barriers make excellent
progress because staff identify needs early and adapt support quickly. Parents describe the
setting as welcoming and inclusive and say they feel genuinely involved in their children's

Inspector:
Sarah Dixon-Jones
About this setting
Unique reference number (URN): 2785987
Address:
155 Victoria Road East
Hebburn
NE31 2FF
Type: Childcare on non-domestic premises
Registration date: 26/03/2024
Registered person: Daypark Ltd
Register(s): EYR, CCR, VCR
learning. Leaders promote regular attendance so children benefit from consistent routines
that support their wellbeing and development. Overall, children truly belong here. They feel
understood, respected and supported to flourish in an environment that nurtures their
confidence, curiosity and love of learning.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, children and the special educational needs
coordinator 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: South Tyneside
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 9 April 2026
Children numbers
Age range of children at the time of inspection
10 to 52
Total number of places
76
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.
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