Gapa Nursery

Inspection of Gapa Nursery Gainsborough Adventure Playground Association, Riseholme Road, Gainsborough DN21 1NL

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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 show a sense of belonging in the nursery. They look at photos of themselves with staff and discuss what activities they are doing. This helps children to remember previous learning. New children who attend the nursery are provided with comfort and reassurance from staff to help them settle, supporting their emotional well-being. Furthermore, children have seamless transitions when they move rooms in the nursery. They are already familiar with staff and children in the next room because they see them daily, wave and share toys with them.

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The provision is good

Children are given tasks to complete, which they show they enjoy. Staff ask them to help clean tables and tidy away toys. Children are keen to help and receive stickers and verbal praise from staff for their achievements, helping them to recognise their positive behaviour.

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The provision is good

Children with special educational needs and/or disabilities (SEND) have targets in place to support their individual needs. Strategies include staff giving children choices and encouraging them to use gestures to communicate their needs. Children are supported to develop their physical skills. For example, staff offer younger children suggestions and ideas when they begin to develop their balance and coordination. This includes asking children to hold out their arms as they walk across a beam.

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need to do better?

n The support that children with SEND receive is effective. The leadership team puts early intervention in place, in partnership with other professionals, to support children's individual needs. Staff attend training courses with parents to support children's needs, such as to learn sign language to show children how to communicate. n Members of the close staff team are supported with their well-being and practice. For instance, they attend staff meetings to discuss individual children, reflect on the experiences they offer children and to identify professional development. n The leadership team uses additional funding that some children receive effectively to support their individual needs. This includes arranging for children to see, interact with and learn about different animals. Furthermore, additional sessions are provided to help children to be ready for their move on to school. However, the leadership team does not discuss with parents how the money is

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need to do better?

being spent so they are aware of how this benefits their individual children. n Staff share information with parents to keep them informed about their children's learning. They source food from local supermarkets and provide this for parents to take home. This contributes to promoting children's health and

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need to do better?

22 September 2025 well-being. n Staff understand how to sequence children's learning. For example, they provide experiences for children to scoop and pour water during their play outdoors. This helps children to develop skills to manage their self-care, such as to pour their milk accurately from a jug and into a cup at snack time. This contributes to children's developing independence. n Staff complete training courses to help develop their knowledge of how to identify factors that contribute to children's behaviour. This helps them to identify ways to support children. Staff encourage children to hold up their hand and to say 'stop' to express to others their views. Furthermore, staff ask some children to pretend to turn on their ears before speaking to them. This is to encourage children to listen before giving them instructions, such as to come indoors at lunchtime. n Staff plan activities for children to build on their understanding of feelings and

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need to do better?

emotions. However, during some of these group times for older children, staff do not plan and implement these to encourage all children to focus and concentrate. Therefore, they are not able to learn as much as possible from the learning offered. n The curriculum focuses on supporting and closing gaps in children's communication and language skills. Staff make the most of daily routines to support children's early speaking skills, such as singing songs with babies when they arrive and talking to children when changing their nappies. However, staff do not use books and stories highly effectively to support children's speaking skills. This includes in the nursery and to support parents with their children's learning at home.

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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 share with parents how additional funding is benefitting their children's care and learning n strengthen the planning and implementation of group times for older children to encourage all children to focus and concentrate n help all children to develop a love of books to support their speaking skills in the nursery and at home.

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Setting details

Unique reference number 2844136 Local authority Lincolnshire Inspection number 10414945 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 45 Number of children on roll 22 Name of registered person Gainsborough Adventure Playground CIO

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reference number

Telephone number 01427 617165 Date of previous inspection Not applicable

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Information about this early years setting

Gapa Nursery re-registered in 2025 and is situated in Gainsborough, Lincolnshire. The nursery employs eight members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, all year round. A holiday club runs during the school holidays for school-age children. Sessions are from 8am until 6pm. The nursery provides funded early education for eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children interacted with the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held discussions with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents and carers shared their views about the nursery with the inspector.

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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

22 September 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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