Gorseway Nursery School

Inclusion: Needs attention

Leaders and staff swiftly identify children who face barriers to learning, including those with special educational needs and/or disabilities (SEND). However, they do not have sufficient oversight of the impact of the curriculum for all children. For example, some children who face barriers to learning are moved into the younger area of the nursery during the day, but resources do not always support their learning and development needs. Furthermore, leaders do not always ensure that staff deployment is arranged to meet the needs of all children. This means that, at times, the support for children with SEND and those that face other barriers to learning and/or wellbeing, does not adequately meet their needs and impacts the other children's learning.

Those with overall responsibility for SEND demonstrate an understanding of their roles and seek ongoing training to keep their knowledge up to date. They work closely with parents and take prompt action to gain help and support for children from other professionals, including seeking additional funding for children where appropriate. Leaders work in partnership with other professionals to put in place plans with clear targets and strategies. However, leaders do not ensure that these strategies are consistently used by all staff. This means that the support for some children is not as effective as it is for others, and this impacts the progress that children make.

Curriculum and teaching: Needs attention

Leaders have developed a curriculum that sets out what they want children to learn across the areas of learning. Children are generally happy to engage themselves in play and enjoy some of the resources provided. For example, older children happily make musical instruments with their friends and have fun using these while singing familiar nursery rhymes. However, there are inconsistencies in implementing some elements of the curriculum, especially for the youngest children. Staff are not always clear on what they want younger children to learn from an activity, which means younger children do not always receive the full support needed to build on and make secure progress in their learning.

Leaders and staff gather detailed information about all children and their abilities before they start. They are aware of barriers to children's learning and work with parents to support children's development. Staff identify next steps in learning and share these with parents, alongside activity ideas to try at home. However, although they identify aspects of children's development where they need additional help and put in place clear strategies, these are not used consistently by all staff. This does not support children with special educational needs and/or disabilities, and those that face other barriers to their learning and/or wellbeing to make progress.

Staff build on children's language skills through activities and interactions. This supports them to learn new words, use mathematical language in context and develop their growing conversational skills. For example, children tell staff what they are building, and staff discuss with them the size of what they have created. Staff promote independence and sun safety through daily routines, such as teaching children how to apply sun cream and why they need to do this. Older children learn independence as they get changed for physical activities, which they enjoy taking part in. However, leaders and staff have not identified and adequately addressed children's access to unhealthy snacks and drinks. This means babies and children are not learning how to fuel their bodies in a healthy way.

Achievement: Needs attention

Babies and children's experiences vary. Some children are suitably prepared for the next stages in their learning journeys as they access a tailored curriculum. However, some babies and children do not make secure progress due to inconsistencies in the delivery of the curriculum. During some activities, there is insufficient focus on the teaching and learning for individual children to achieve, especially younger children and those with special educational needs and/or disabilities. This limits the progress these babies and children make to develop the skills needed for their next stage of learning.

Babies and children's communication and language development is generally supported well. They are developing their listening, attention and literacy skills through their love of books and songs. Children are animated and engage in conversations with staff and their friends as they excitedly talk about the arrival of the duck eggs. They eagerly count how many eggs there are in the incubator and talk about how long it will be before the ducks hatch. Babies and children develop physical skills. They balance and show confidence as they use the equipment in both outside areas, such as the swing, ball pool and stepping stones.

Behaviour, attitudes and establishing routines: Needs attention

Leaders do not ensure that staff implement a consistent approach to help children to understand the expectations for behaviour across the setting. Although staff have appropriate expectations, such as supporting children to take turns and share, they do not consistently demonstrate confidence in setting clear boundaries or providing the guidance that children require. For example, they remind children to use kind hands but do not explain the reasons for this or help them to understand the impact of their actions on others. This means children, including those with special educational needs and/or disabilities (SEND) and those that face other barriers to learning and/or wellbeing, do not receive consistent support to develop a deeper understanding of how their behaviour affects those around them or why rules are in place. This hinders the progress children make in understanding the needs of others and regulating their emotions effectively.

There is a clear daily routine in place, which most children show that they know and understand. For example, they know to wash their hands before mealtimes and to put on a sun hat before going outside. However, the provider does not ensure that staff consistently use agreed strategies that are in place, such as communication boards and picture timetables, to support children with SEND. This does not consistently help those children to understand when there will be a change of activity in daily routines or the expectations for how to behave in the setting.

Leaders and staff understand the importance of attendance, punctuality and establishing daily routines. They monitor children's attendance closely and contact parents promptly when children do not attend.

Children's welfare and wellbeing: Urgent improvement

The lack of oversight by the provider has led to weaknesses in the safety of the provision for babies and children, including children with special educational needs and/or disabilities, and those that face other barriers to learning and/or wellbeing. Although the provider and staff complete daily risk assessments, they are ineffective. Even when risks are identified in the outdoor area, such as broken equipment, they fail to remove these risks and allow babies and children to play in these areas. The risks were only reduced during the inspection when the inspector raised this with the provider. Furthermore, the provider does not ensure that the premises are secure. Procedures for preventing unauthorised persons entering the premises are not robust. This demonstrates significant weaknesses in assessing and managing risks and compromises children's safety.

The providers lack of understanding of the 'Statutory framework for the early years foundation stage' impacts the youngest children's care routines. They fail to provide a dedicated space to support children under 2 years of age and at times this impacts on their safety and wellbeing.

The provider and staff do not recognise the importance of consistently supporting children to learn about making healthy choices. For example, children are not provided with healthy foods at snack time as they are given cereals and biscuits, and they are not encouraged to drink water instead of squash. This impacts negatively on children's welfare and wellbeing as it does not support children to consistently learn about being healthy.

Staff are caring and nurturing. For example, babies receive warm and responsive cuddles when they wake. Children build clear attachments with staff and seek them out for comfort and reassurance as needed.

Leadership and governance: Urgent improvement

The provider does not demonstrate a clear knowledge and understanding of their roles and responsibilities and they do not have sufficient oversight across the setting. There are multiple breaches of statutory safeguarding and welfare requirements, some of which are reoccurring breaches. This highlights concerns about the providers knowledge and understanding, including their ability to make decisions based on ensuring children's safety. Some areas outside are not safe due to discarded, broken equipment, and unauthorised persons are able to gain access to the premises.

The providers decision-making does not always prioritise children's needs or wellbeing, especially for the youngest children and those children who have special educational needs and/or disabilities (SEND), or face other barriers to learning. For example, they do not identify the impact of their decisions on babies and children in how they organise the premises and equipment. They fail to provide a separate area for babies and young children under the age of 2 years. Furthermore, the provider shows a lack of regard to nutrition guidance and does not ensure that babies and children are supported to have a healthy, balanced and nutritious diet. This does not support children to be safe and healthy.

Leaders provide staff with supervisions and access to ongoing training to support their professional development. They engage sensitively with parents to ensure that transitions into the setting, and on to school, support children's individual needs, especially children with SEND and those that face other barriers to learning and/or wellbeing. They use additional funding that children are entitled to, to meet their individual needs through targeted support and resources. However, leaders do not ensure that all staff have a clear understanding of strategies in place for children with SEND. This means, at times, these strategies are not used consistently to support children with SEND to make suitable progress.