URN 2809028 · Inspected 2026-06-24 · Published 2026-09-08 · Inspector: Clare Wilkins
GEMS Nursery and Out of School Club Unique reference number (URN): 2809028 Address: 255 Whickham View, Newcastle Upon Tyne, NE15 7HP Type: Childcare on non-domestic premises Registered with Ofsted: 16/09/2024 Registers: EYR, CCR, VCR Registered person: GEMS Nursery Ltd Inspection report: 24 June 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Strong standard Achievement Strong standard Children achieve remarkably well across all areas of learning, particularly given the barriers they face when they join the nursery. Those who speak English as an additional language develop English speaking skills rapidly and progress to using a wide and varied vocabulary. This gives them the secure foundations they need to make progress across all other areas of learning. Children recognise numbers, compare quantities and solve simple problems, showing strong early mathematical understanding. They develop friendships and social skills, for example enjoying social occasions at the local café where they order food and share a meal with their friends. Carefully planned activities help children to identify and manage their feelings. Children who speak English as an additional language, and those facing disadvantage or other barriers to their learning, make rapid progress from their starting points, many of which are significantly low. Despite minor weaknesses in teaching, which occasionally affect attention and engagement, gaps in children's learning close quickly. All children develop a secure foundation of knowledge and skills, across all areas of learning, that prepares them well for later learning and life. Children's welfare and wellbeing Strong standard Parents describe how staff's diligence ensures that their children's healthcare needs are met precisely. Leaders work closely with parents to share guidance about healthy eating. This helps families to understand children's nutritional needs and how to provide balanced meals. This support has an impact beyond nursery. Packed lunches improve rapidly from when children start attending, and children learn to choose healthier options over treats, for example, when selecting items for their snack at a local shop. Children's emotional wellbeing is a priority. Carefully planned activities help children to explore feelings and learn ways to manage their emotions. Staff incorporate movement breaks thoughtfully into the day to support children's focus, and recognise the benefits of fresh air not only for physical health but also for mood and motivation. Close supervision ensures that staff are quick to bring children back when they attempt to leave activities. Staff teach children how to keep themselves safe, for example to 'stop, look and listen' when they cross roads in the community. Routines such as sleeping and eating are particularly well supervised, and leaders provide staff with timely comprehensive guidance to ensure children's safety at these times. Inclusion Strong standard Leaders and staff identify and assess children's needs swiftly and accurately. Daily wellbeing checks on every child as they arrive ensure that any barriers to children's welfare are spotted early. Comprehensive assessments and close monitoring of children's progress help staff identify emerging barriers to learning. When concerns arise, staff act quickly, working with parents and other professionals to ensure children receive the right help at the right time. Staff are trained and knowledgeable in supporting children with special educational needs and/or disabilities. They introduce individual learning plans promptly when concerns emerge about a child's progress. Leaders monitor interventions closely and review them regularly to ensure they are effective and make a meaningful difference for each child. Many children in the nursery speak English as an additional language. Leaders and staff take full account of this, and it shapes their routines, curriculum and teaching strategies. Staff prioritise children's language and understanding, helping them to develop English skills rapidly as the foundation for accessing all areas of learning more effectively. Children who face disadvantage are supported well. Leaders use additional funding thoughtfully, for example to provide extra staff who deliver close focused teaching to help children develop the language skills they need to take full part in nursery life and learn alongside their peers. Families who face financial hardship appreciate the nursery's practical support, including providing meals and snacks when needed. This inclusive approach ensures that children with a wide range of needs and backgrounds are able to participate fully and thrive. Leadership and governance Strong standard Leaders have quickly embedded a culture of safeguarding, reflection and professional accountability. They maintain detailed records, act promptly on concerns and scrutinise all aspects of practice and children's progress in their drive to provide consistently high-quality care and learning for every child. Recent staff changes have presented some challenge. However, leaders have supported the new team tirelessly to build their skills and knowledge and to implement the ambitious curriculum. Staff are extremely keen to continue their professional development, which accelerates how quickly research and theory become familiar to staff and are used to inform teaching. Some staff apply expert knowledge already, while others are introducing and sharing new strategies, for example to teach mathematics with even greater precision. Leaders recognise that more time is needed to embed practice fully and to ensure consistency across the team. Their self-evaluation is honest and responsive, identifying where practice is not yet strong and taking meaningful steps to strengthen it through high-quality support and supervision. Staff wellbeing is protected and promoted. Staff feel valued, supported and happy in their roles. This contributes to the highly positive atmosphere where every member of the team is enthused and driven to improve outcomes for children. Families feel highly valued and a part of nursery life. They consistently speak positively about staff and the excellent communication that supports children's learning at home. Parents describe staff as open, supportive and knowledgeable. They appreciate how quickly staff identify barriers to learning, especially for children with little or no English when they first attend. Multilingual staff and translation tools ensure that language barriers are overcome, parents are fully involved in nursery life and that children flourish in staff's care. Partnerships with other professionals are purposeful. Leaders ensure there is a meaningful exchange of information with schools to share expectations for school readiness, teaching Expected standard strategies and to support transitions as smoothly as possible so that children's learning continues seamlessly when they move on from nursery. Behaviour, attitudes and establishing routines Expected standard Leaders provide clear direction for behaviour and routines. Staff use calm, positive language and build warm relationships that help children to feel secure. For much of the day, children show positive attitudes, follow instructions and enjoy their learning. For example, during yoga and sensory activities, children behave well and their engagement is strong. However, sometimes, children's engagement is less consistent when boundaries are not upheld. Although staff remind children to listen and follow instructions, some choose not to, challenge staff or ignore what is asked of them. Staff do not always follow this through, so children are not consistently clear about expectations for their behaviour and engagement. This disrupts staff's teaching and affects other children's learning. Some children leave activities when their play is interrupted or when expectations are unclear. Routines are well established and help children to feel settled and secure, as well as promoting their safety. For example, children are very familiar with how to form a line and stand by the wall when preparing to leave nursery to go on a walk. Leaders follow up absences promptly and track where children move on to, including overseas, to ensure they do not go missing from education. They promote regular attendance and punctuality, helping children and families to develop positive habits for the future and benefit fully from the nursery's early education offer. Curriculum and teaching Expected standard Leaders share a clear vision for teaching and learning through their bespoke curriculum, which is rooted in current research and early childhood theory. They understand the barriers faced by their children and shape the curriculum to accelerate progress from day one. The curriculum prioritises communication, independence and confidence in learning to support children's future success. Leaders' aspirations are that children become not only 'school ready' but also 'world ready'. Much teaching takes place through hands-on experiences in the community, which staff consider to be a classroom. Learning is therefore meaningful, and children make links that help them to remember and build on what they know. The quality of teaching is developing swiftly. During activities such as ice play, threading and drawing, staff model new skills, encourage children's speaking and thinking skills and scaffold learning through appropriate support and challenge. However, staff do not consistently engage children's interest during some adult-led activities. They do not always prepare children for learning or secure their attention before starting. At times, staff allow children to leave activities by choice, which disrupts their otherwise valuable learning opportunities. The curriculum is highly inclusive and responsive to children's individual needs. Staff adapt approaches for children who speak English as an additional language, those from disadvantaged backgrounds and those facing other barriers to their learning. Leaders celebrate staff strengths and are taking evidently successful steps to ensure further consistency in high-quality teaching across the team. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children experience warm, sensitive care and feel safe throughout the day. They settle quickly because staff are attentive, know them well and respond calmly and affectionately to their needs. The nursery atmosphere is fun, warm and inviting. Rooms are filled with songs, joy and constant conversation, creating a language-rich environment that helps children to thrive across all areas of learning. Children's learning extends beyond the walls of the nursery. The community forms a large part of the curriculum, helping children make progress while also learning about their place in the world and how to be respectful, confident citizens. Children enjoy frequent visits out in the local area, where they are very well known. Neighbours give a cheery wave as children walk by, which helps children to develop a sense of connection and pride in their community. Activities in the local community gardens give children freedom to explore nature and learn though simple childhood play. For example, children explore sound and rhythm by banging sticks on a wheelbarrow. They listen to birdsong and investigate the differences between plants and trees. The local shopkeeper is a familiar face, welcoming children as they buy ingredients to cook meals and experience the full process of choosing, paying for and preparing food. They learn from the friendly postman, who helps to teach them the whole journey of writing a letter, posting it and having it delivered to their home. These lived experiences give meaning to children's learning. They help children to receive a well- rounded education that prepares them extremely well for later learning, and for life in their community and the wider world. Children belong to a multicultural nursery community that values difference. Their cultural routines and traditions are woven into the nursery day. They see themselves represented in daily practice, and their care routines feel familiar to experiences at home. Celebrations such as 'Sri Lanka Day', where staff and children wear costumes, share authentic food and listen to traditional music, help families to feel included while learning to understand and respect the diverse cultures and traditions in their local area. Next steps Leaders should support staff to strengthen consistency in behaviour management so that children understand and follow expectations readily across the day. Leaders should work with staff to plan and structure adult-led activities more precisely to secure children's attention and sustain their engagement even more consistently. About this inspection The inspector spoke with leaders, staff, parents and children during the 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 Inspector: Clare Wilkins About this setting Unique reference number (URN): 2809028 Address: 255 Whickham View Newcastle Upon Tyne NE15 7HP Type: Childcare on non-domestic premises Registration date: 16/09/2024 Registered person: GEMS Nursery Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Newcastle upon Tyne Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 24 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 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. 32 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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