Gorseway Nursery School

Gorseway Nursery School

Unique reference number (URN): EY488080 Address: Farringdon House, Manor Road, Hayling Island, Hampshire, PO11 0QL Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2015 Registers: EYR, CCR Registered person: Wrixton, Caroline Barbara

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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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.

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Achievement Needs attention

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.

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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.

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Behaviour, attitudes and establishing routines Needs attention

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.

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Behaviour, attitudes and establishing routines Needs attention

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.

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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.

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Curriculum and teaching Needs attention

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.

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Curriculum and teaching Needs attention

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.

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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.

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Inclusion Needs attention

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

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Urgent improvement

means that the support for some children is not as effective as it is for others, and this impacts the progress that children make.

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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.

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Children's welfare and wellbeing Urgent improvement

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.

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Children's welfare and wellbeing Urgent improvement

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.

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Children's welfare and wellbeing Urgent improvement

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.

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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.

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Leadership and governance Urgent improvement

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.

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Leadership and governance Urgent improvement

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.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Weaknesses in leadership and governance affect the overall quality of care and learning that babies and children receive. The provider has a continued lack of understanding regarding the 'Statutory framework for the early years foundation stage'. Although some risk assessment procedures are in place, they are not effective. The provider and staff do not fully understand what constitutes a potential risk and, therefore, do not always identify or remove hazards. Furthermore, the provider fails to provide a dedicated space to support the needs of children under 2 years of age. Babies and children's safety and welfare are not fully assured at this setting. This includes for those with special educational needs and/or disabilities (SEND), and those that face other barriers to learning and/or wellbeing,

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What it's like to be a child at this setting

While children enjoy their time in the setting, there are weaknesses in the leadership that impact on children's overall outcomes. Although children learn about the importance of being physically active, they are not supported to learn about healthy eating and drinking habits. Leaders do not always have sufficient oversight of the whole setting or make the appropriate changes to meet the needs of all children. For example, children with SEND do not consistently receive the support and adaptations they need to access the setting's curriculum as agreed strategies are used inconsistently. This means children with SEND are not fully supported to make progress and are not always well prepared for moving on to the next stage in their learning journey.

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What it's like to be a child at this setting

Staff talk kindly to children and give them praise and reassurance as needed. They support children to learn to share and take turns, such as when there are disagreements over toys. However, inconsistencies in how staff support children's behaviour and routines mean that children do not always receive clear and consistent guidance. This limits their understanding of expectations and the impact of their actions on others.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

implement effective risk assessments to prevent unauthorised persons entering the premises and to ensure that all areas children have access to are safe and suitable for purpose, with particular regard to the outside areas 01/06/2026

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Action Completion Date

ensure healthy eating is consistently promoted, and that babies and children always have access to fresh drinking water 01/06/2026

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Action Completion Date

ensure the premises and equipment are organised in a way that meets the needs of all babies and children, including a separate baby room for children under the age of two 01/06/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Address:

Farringdon House, Manor Road Hayling Island Hampshire PO11 0QL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wrixton, Caroline Barbara

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Action Completion Date

ensure staff are consistent in their approach to supporting children's behaviour, so that children understand expectations and recognise the impact of their behaviour on others 01/06/2026

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Action Completion Date

strengthen arrangements to support children with special educational needs and/or disabilities, including helping staff to embed strategies to ensure children's needs are consistently met and their development is well supported 01/06/2026

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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About this inspection

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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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