Gaytongoslings Daycare Centre

Inspection of Gaytongoslings Daycare Centre Gayton Goslings Daycare Centre, Springvale, King's Lynn PE32 1QZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are excited and eager to join in group learning activities at the setting. They find their own space and wait patiently as they listen to staff's instructions. Staff introduce activities with enthusiasm, gaining children's attention and developing their love of learning. There is a focus on children's personal, social and emotional development when they first begin at the setting. Staff promote children's confidence and well-being by providing a safe and welcoming environment. Children enjoy looking at family photos in books, and this supports children to share experiences from home and feel a sense of belonging.

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The provision is good

Staff provide clear boundaries and expectations. They remind children of the rules, such as 'walking feet indoors', and intervene quickly, if needed. Staff praise positive behaviours. Children enjoy playing in groups and cooperate well with their peers. They demonstrate kindness and respect throughout their play.

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The provision is good

Staff plan meaningful and age-appropriate experiences for children to practise and extend their skills. For example, younger children enjoy exploring messy activities, playdough and making marks in foam. As children progress, they learn to use scissors and hold pens correctly. Additionally, staff provide a huge range of resources for children to use. Children enjoy painting, making bracelets and creating a range of pictures. They demonstrate excellent skill and concentration, using a range of tools and resources to develop different techniques and strengthen their fine motor skills.

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need to do better?

n Staff promote excellent partnerships working with parents. Information is shared on the online app for parents to access daily. Children's progress and next steps are also shared, and staff provide information and resources for parents to use at home. For example, there is a lending library, resources and story sacks that children borrow each week. This supports children's home learning very well and parents comment on the excellent progress children make. n Staff skilfully differentiate their teaching to meet the needs of all children. For example, when taking part in a matching game, staff extend children's language skills. Younger children learn colours and the name of different objects, while the most-able children learn positional language and talk about their experiences. This supports children well and they become confident communicators. n The outdoor area is vast and full of a range of learning opportunities. Children

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need to do better?

enjoy experimenting with movement as they balance across the stepping stones and climb the steps. They strengthen their large motor movements when throwing and kicking the balls and playing group games of skittles. Children demonstrate deep levels of engagement and concentration outdoors, engrossed

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need to do better?

5 February 2025 in their learning. However, the organisation of daily routines means that children have limited time outdoors. As a result, some children do not benefit from much learning in their preferred environment. n Staff at the setting have a good understanding of children's needs and know how to support their progress appropriately. They plan clear and achievable targets for children to help them make good progress in their overall learning. Children benefit from information sharing between professionals to give them a good standard of support and consistency in their learning. n There is a transition procedure in place for children moving between the two rooms at the setting. Staff facilitate visits to the next room, where children meet their key person and explore their new environment. However, staff do not always ensure that information about children's learning and progress is shared appropriately before children move. Therefore, staff are not always able to

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need to do better?

provide consistent support for children's learning. n Staff teach children about the world around them. They use a globe and different resources to encourage children to explore different ways of living. Children explore a range of clothing and objects to help them understand the similarities and differences between them, helping them to gain a deeper understanding of the world in which they live. n The management team has implemented a robust supervision process for staff at the setting. They use peer observations and formal discussions to monitor staffs progress and identify any areas of weakness across the provision. The management team provides support and guidance to help staff provide a good standard of education and care for all children across the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review the structure of daily routines to increase opportunities for children to access the outdoor environment n strengthen the arrangements for when children transition between rooms so that information is shared between key persons to support consistency in children's learning.

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Setting details

Unique reference number 2695936 Local authority Norfolk Inspection number 10367752 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 48 Number of children on roll 80 Name of registered person Gayton Goslings Daycare Centre Committee

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reference number

Telephone number 01553 636606 Date of previous inspection Not applicable

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Information about this early years setting

Gayton Goslings Day Care Centre registered in its current premises in 2022. The setting employs 12 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. This includes the manager who holds a qualification at level 5. The setting opens Monday to Friday, from 8am to 6pm, for 51 weeks per year. It provides funded early education for eligible children and wrap around care for school-age children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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.

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Inspection activities

5 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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