The National Sea Training College

Young Sussex Nursery (Dyke Road) 193 Dyke Road, Hove, East Sussex BN3 1TL

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Inspection date 20 June 2019 Previous inspection date 21 October 2014

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This inspection: Good 2

Previous inspection: Outstanding 1 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The dedicated management team is committed to the ongoing improvement of the setting. Everyday management is effective and a commitment to build on the already good quality of learning and care is keenly demonstrated. n Managers deploy staff well, providing a safe environment for the children. They carry out risk assessments to identify potential risks and deal with them appropriately. n Managers support staff to evaluate their training needs, using detailed action plans. However, the impact of training on practice is not always evident. For example, recent communication and language training has not ensured all staff effectively build upon the children's ability to think of ideas. n Overall teaching is good. However, staff do not always adapt and extend children's play to extend further learning. Consequently, not all children are challenged as much as possible. n Children's manners are great. For example, children effortlessly say 'please' and 'thank

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This provision is good

you' as they play and explore. n Staff provide a variety of interesting resources and activities which engage the children, enabling them to be curious and enjoy their learning. The rooms are well equipped and designed to allow children to self-select toys of interest. n This fully-inclusive nursery promotes the cultures of others. For example, children enjoy cooking activities from around the world, learning to speak basic words from other countries and listening to stories in different languages. n All children, including those with English as an additional language and those with special educational needs and/or disabilities, make good progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n monitor the impact of training, to help all staff refine their teaching to the highest possible level n offer greater challenge to all children, through further adapting and extending children's play.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during indoor and outdoor activities and assessed the impact this has on children's learning. n The inspector held discussions with the mangers and staff. n The inspector reviewed relevant documentation, staff qualifications and policies used by the setting, including children's learning journeys. n The inspector observed a range of activities and completed a joint observation with the manager. n The inspector considered the views of the parents.

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Effectiveness of leadership and management is good

The managers are proactive. They have a good understanding of how they want the nursery to be and how to best achieve this. They work closely with the local authority to reflect on what they provide. This allows them to drive practice forward. Safeguarding is effective. The managers complete regular supervisions and appraisals with staff. This allows them to celebrate their strengths and identify areas for development, which further strengthens staff's knowledge. The introduction of peer-to-peer observations enables staff to support each other's practice. This enhances the already strong team. Managers analyse children's progress. This enables them to swiftly identify gaps in learning. Additional funding is used purposefully. For example, early years pupil premium funding was used to purchase resources to support a child with speech delay.

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Quality of teaching, learning and assessment is good

Staff know the children well. They plan creative activities that reflect children's interests. For example, when in the garden, children enjoy digging in the mud and using magnifying glasses to look for worms. Staff make regular assessments of children's skills and use this information to clearly identify their next steps in learning. Staff develop good relationships with parents. They have developed a successful two-way process to share a range of information. This helps to provide a good, consistent approach for supporting children's learning. For example, a parent comments on the 'superb information' that she receives on her child's electronic learning journey. Staff support home learning well, providing parents with 'story bags' to support children's literacy and language skills.

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Personal development, behaviour and welfare are good

Staff have a friendly, respectful and caring approach and recognise the uniqueness of each child. Children are happy and develop trusting relationships with staff. This supports children's emotional security, enabling them to flourish in their learning. The strong bonds with staff are reflective of the effective key-person system they have in place. This enables staff to know their key children's needs well. Children behave well, share resources and show consideration towards each other. For example, they cooperate and take turns as they share the art and craft materials when creating caterpillars. Staff encourage children to be independent. For example, children serve themselves during mealtimes and support staff with the setting up of the lunch tables. They make choices about what they would like to eat and pour their own drinks, promoting healthy eating.

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Outcomes for children are good

Children are happy and eager to learn. For example, they spend a long period of time looking out of the window with a member of staff, talking about the journey of a spider up a tree. Children show excitement as they explore the garden. They learn to manage risks on the large slide and develop their physical skills as they ride on tricycles and kick balls. Staff support children effectively to become ready for school. For example, children learn to write their names and practise recognising the sounds that letters make. All children make good progress in relation to their starting points.

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Setting details

Unique reference number 130732 Local authority Brighton and Hove Inspection number 10108470 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 Age range of children 7 - 57 Total number of places 91 Number of children on roll 129 Name of registered person Boyd, Ingrid

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reference number

Date of previous inspection 21 October 2014 Telephone number 01273 736 948

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reference number

Young Sussex Nursery (Dyke Road) registered in 1995 and is located in Hove, East Sussex. It is one of three privately-owned nurseries run by the same provider. The setting employs 24 members of staff. Of these, 15, including the manager, hold appropriate early years qualifications from levels 2 to 4. An additional three members of staff hold qualified teacher status and one holds early years professional status. The nursery is open Monday to Friday, all year round, from 7am to 7pm. It provides funded early education for two-, three- and four-year-old children.

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This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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