St Gabriels, Gosforth

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children clearly enjoy the time they spend at the setting. They are happy, energetic and motivated learners who show high levels of respect for each other as they play.

Children behave well and are aware of expectations throughout the day. Staff give them clear instructions and engage them in consistent routines, including mealtimes. The providers, managers and staff team have worked hard to develop the nursery since opening and children have access to unique features, such as a roof-top garden.

A wide variety of resources are available in this area and children use, move and combine them to suit the purposes of their ...play. High levels of supervision and effective risk assessment procedures ensure children's safety.Overall, staff have high expectations of children's learning.

They plan a wide range of high-quality activities and experiences that build on what children already know and can do. Older children are supported particularly well to develop key skills, such as hearing the initial sounds in words. For example, children laugh as they put objects beginning with 's' into their imaginary silly soup.

Managers recognise there are weaknesses in some aspects of teaching with the younger children who attend the nursery and demonstrate a proactive response to addressing this.

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

Good overall arrangements are in place to observe and assess where children are in their development. Staff use information gathered to identify children's next steps in learning.

They plan activities to support the development of the skills children need to succeed in life.Children with special educational needs and/or disabilities are supported particularly well. Staff work closely with parents and external professionals to secure appropriate intervention and support children's individual needs.

Children in receipt of two-year-old funding have their learning needs quickly identified and addressed through a well-designed and structured curriculum, overall.Staff actively encourage a love of reading throughout the nursery. Age-appropriate books are readily available in all childcare rooms and staff engage children in animated, enthusiastic storytelling.

Parents are encouraged to read with their children at home and at nursery. This is evident when parents sit in the entrance area and share stories with their children before they begin their day.Babies settle well and develop strong relationships with their key person.

Staff plan interesting and stimulating activities for them. For example, children explore large trays of jelly with sea creatures set within them. They use their hands and spoons to feel and investigate them.

However, staff occasionally use language that is too complex for the stage of development of the children. They do not consistently adapt their language effectively to enable children to develop skills, such as using single words.Children respond well to requests and instructions from staff.

For example, children in the Poppy room swiftly find their own sleep mat when asked to rest after having their lunchtime meal.Children's independence is fostered well. A clear, coherent progression of skills helps children to take an active part in mealtimes.

Children show this when they carry their own cups to the dining room and begin to pour their drinks themselves.Partnerships with parents are strong. Staff use a wide variety of ways to keep parents updated with the progress their children make.

Parents are highly complimentary and make written comments, such as, 'Your staff are truly amazing and I am so thankful for the great job you do'.The acting manager uses self-evaluation well, generally, to identify where improvements are required. She has implemented a revised system to assess the quality of teaching across the nursery.

However, this has not yet identified that some activities provided for two-year-old children are not precisely focused on their stage of development and level of understanding. For example, resources provided to help children hold pencils and make marks are more appropriate for older children.

Safeguarding

The arrangements for safeguarding are effective.

Children play in a safe, secure learning environment. Staff are vigilant and minimise any risks indoors and outdoors. Staff have a good knowledge of child protection.

They access regular training to keep their knowledge up to date. Staff are confident in describing signs or symptoms that may indicate possible abuse to children. They know how to contact professionals within their local authority area to share any concerns they may have about a child's welfare.

Clear procedures are in place for the use of mobile phones or other electronic devices. Staff know to keep this equipment in their lockers and do not use them while working directly with the children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen teaching and provide further opportunities for babies and very young children to extend their early speaking skills support staff working with two-year-old children to provide activities that are finely tuned to their age and stage of development.

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