Gateway Brockhurst Avery

Inspection of Gateway Brockhurst Avery Avery Lane, Gosport, Hampshire PO12 4SL

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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 Good

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The provision is good

Children joyfully greet their friends as they come inside and put their belongings away. They quickly get involved with different activities that staff set up for them. Staff happily welcome children and talk to them about their busy mornings. Children feel safe and comfortable as they engage in meaningful conversations with staff, who know them well.

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The provision is good

Staff have high expectations of children's behaviour and implement these consistently. They talk to children about their 'golden rules'. Children learn about simple expectations, such as walking inside and using 'kind hands' when playing with their friends. This helps children to learn about rules and boundaries. Children behave well.

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The provision is good

Children laugh and giggle with delight as they explore in the outdoor play areas. Staff teach older children how to use equipment, such as bicycles and scooters. Younger children are focused and engaged as they explore with water. Staff promote language, such as 'pour' and 'splash', as children play. Children begin to imitate these new words, and staff offer excited praise as they practise together. Nurturing and devoted staff develop children's communication skills well.

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need to do better?

n Staff have a good understanding of how to use assessment well. They develop effective systems to gather information about children when they first start. This means that staff promptly identify children's stage of learning and put plans in place to build on what they know and can do. This practice helps children to make good progress from their starting points in development. n Staff promote children's independence skills consistently across the setting. Even from a very young age, children try hard as they put on their coats and shoes, for instance. Children also respond well to instructions. They joyfully participate when it is time to tidy up, and they encourage their friends to join in too. Children build a good understanding of completing tasks for themselves. n Leaders have ambitious intentions for what they want children to learn. Staff, overall, have a good understanding of this. They know how to create activities

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need to do better?

that follow children's interests and promote different areas of learning for children. However, at times, the implementation of the literacy curriculum is not as strong. For example, although leaders plan for children to engage regularly with books, staff do not consistently inspire this interest through interactions or storytelling. Furthermore, staff do not promote children's regular access to a broad range of books consistently across the different learning spaces in the setting. This means that, at times, children's love of reading is not increased. n Children have plenty of opportunities to engage in messy play with different

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need to do better?

26 September 2025 media and materials. Staff play alongside children and demonstrate how to explore and describe different textures. Children play with an interesting mixture and explain that it is 'cold' and 'sticky'. Staff offer children suggestions of different ways they can explore and experiment. They support children's imaginations and creativity well. n Staff discuss the consistent and effective support they receive for their professional development. For example, they explain that they access training to increase their knowledge of supporting children's behaviour. Leaders also provide regular supervision sessions to target training and manage staff's well-being. This helps staff to feel valued in their roles and increases teaching standards for children. n Parents and carers are highly positive about the setting and staff. They discuss how they feel very well informed about children's progress and activities through

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need to do better?

the day. Staff work closely with parents to identify children's interests and learning needs. They also have discussions about children's home experiences so that they can use this information in discussions during the day. Parents are also involved in developing plans for the next steps in children's learning. This means that they can further extend children's learning at home. Partnerships with parents are strong.

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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 strengthen the implementation of the literacy curriculum to further inspire children's interest in books and encourage their love of reading.

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Setting details

Unique reference number EY554889 Local authority Hampshire Inspection number 10407620 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 48 Name of registered person Trinity Gateway Community Services

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reference number

Telephone number 02392529209 Date of previous inspection 14 January 2020

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Information about this early years setting

Gateway Brockhurst Avery registered in 2017 and is located in Gosport, Hampshire. The setting opens from Monday to Friday, from 8.30am to 3.30pm, during school term time. It also provides a breakfast and after-school club for children between the ages of 4 and 11 who attend Brockhurst Primary School. There are 14 staff members who work with the children, 12 of whom hold early years qualifications at level 3 or above. The setting provides government-funded childcare for all eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector and the deputy manager carried out a joint observation of a group activity. n Parents shared their views of the setting 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

26 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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