Gable House Nursery School Ltd

What is it like to attend this early years setting?

Children enter the nursery happily, eager to join their friends. They settle in quickly with the help of their caring key person. All children have good relationships with staff. Children show that staff are important to them as they respond well to the comfort and cuddles that they receive. Children behave well. This is because staff offer clear and consistent reminders that help children to learn right from wrong. Babies confidently crawl around the baby room, exploring the variety of resources on offer. Older children show high levels of independence as they make individual choices from the wide range of resources available to them.

Managers have high expectations for the nursery, and all areas of learning are covered. This helps children to develop the skills they need for future success. Regular outings are organised in the local community to enrich children's learning. These include trips to the beach, parks and private gardens. Children bring back 'treasures' from their trips to continue their interest back at the nursery. For example, twigs are collected and used to make marks in flour. Staff work closely with other professionals. They work in partnership to put plans in place to ensure that children with special educational needs and/or disabilities are well supported.

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

• The provider shows a clear passion for the nursery and aims to maintain high-quality practice. She places a strong emphasis on staff accessing regular training opportunities. This helps staff to have up-to-date knowledge of key developments in early childhood development.
• Staff know children well. They plan and provide activities which are appropriate for their development, while following a common theme across the setting. For example, children are learning about natural resources outside. Babies explore sticks in various ways. Older children learn about seasonal vegetables, which they name and use to make prints.
• Children's interests are followed. For example, they have an interest in taking care of babies. As children bath the dolls, they talk about the process and what is needed to keep clean. Learning is extended as children count the fingers and toes on the dolls. Children learn words such as 'absorbing' and 'saturated' while using washcloths.
• The key-person approach is firmly in place. Parents know the name and the role of their child's key person. They feel extremely well supported. Parents say that staff go above and beyond to help the whole family. They state that the nursery provides daily updates on their child's day, and they receive regular updates on their development.
• Children have good manners as staff act as good role models. They learn how to cooperate with each other, share and take turns. Children of all ages learn about emotions, including through stories. During the story 'We're going on a Bear Hunt', children talk about how the bear feels and how they could make the bear feel happier.
• Staff support children's language and literacy skills well. Children hear a rich vocabulary and are asked questions to develop their thinking skills. They are encouraged to repeat familiar words and phrases from well-known stories. Songs are sung with enthusiasm across the setting. However, at times, songs and rhymes are sung too fast. Staff do not always give children sufficient time to hear and learn the words of the song. As a result, some children lose interest.
• Staff praise children consistently. However, children often miss the recognition of their achievements as praise is not always offered in a meaningful way. For example, praise is not always directed at individual children, and they do not know why they are being praised.
• The provider has used additional funding effectively to enhance children's learning experiences. Children's opinions are valued. They are given the opportunity to express their ideas on how to develop the nursery. For example, using funding and children's ideas, the outside area has been refurbished. Children enjoy using the equipment to develop essential physical skills.

What the setting must and should do next

The provider should:

• ensure that praise is linked to children's achievements and that they are aware why they are being praised
• sing songs and rhymes at a slower pace to allow children to hear and process the words, which will help them to fully engage in the activity.