Pickles Preschool (Southwick)

Inspection of Pickles Preschool (Southwick) Quayside Youth Club, Upper Kingston Lane, Southwick, Brighton BN42 4RE

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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 and their families are warmly welcomed by leaders and staff as they arrive to start the day. Staff thoughtfully organise an environment that is ambitious and exciting for all children. They plan and provide a range of stimulating activities and play experiences that support children's individual learning and incorporate their interests. As such, children are quick to become immersed in activities and show motivation to learn. This supports all children to make good progress in their learning.

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The provision is good

Staff recognise the importance of children's emotional well-being. They work hard to develop secure bonds with children. In turn, children confidently seek out staff for play, praise and support when needed. Staff are respectful of children. For instance, they ask if it is OK to wipe their noses. This helps children to feel valued.

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The provision is good

Staff have high expectations for children's behaviour and are positive role models. This contributes to children's good behaviour and their kindness to each other. They take turns and seek out friends to share experiences with. Children who find it difficult to understand their own emotions are well supported by the attentive staff. Staff apply a consistent and calm approach to supporting children to resolve any minor conflicts and give explanations as to why they have asked them to do something. This supports children's growing understanding of behavioural expectations and their own feelings.

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need to do better?

n Leaders and staff are passionate about their roles. Leaders understand the importance of supporting staff's well-being. They ensure effective, regular staff supervision sessions are in place. All staff have access to targeted training opportunities, which supports them to gain new knowledge and be effective in their roles as they work with individual children and their families. n All staff plan and deliver a well-thought-out curriculum that includes meaningful experiences across all areas of learning. Staff know what children have learned, what they want to teach them next, and why. They work together to ensure children's individual next steps are always considered and reinforced. This supports children to succeed in their future learning. n Staff understand the importance of developing children's communication and language skills. They tailor communication with children depending on their individual capabilities. For instance, children who speak English as an additional

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need to do better?

language, or those that have yet to develop their speech, are exposed to purposefully modelled language. This is further supported by visual cues or objects to help them learn new words. Children who are confident in their spoken language have opportunities to join in back-and-forth conversations and

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need to do better?

7 November 2024 share their own thoughts and ideas. However, sometimes, not all staff identify and build on children's interests during play. This means that, at times, not all staff extend children's thinking as fully as possible. This does not consistently encourage children's curiosity in new experiences to extend their learning. n Children with special educational needs and/or disabilities (SEND) are well supported. Leaders and staff with lead responsibility to support children with SEND are instrumental in accessing targeted training and further advice to support children and their families. They work closely with a range of external professionals, parents and carers, recognising the importance of partnership working. As a result, children with SEND receive the personalised support they need to make good progress alongside their friends. n Children gain good physical skills. They benefit from daily access to a secure

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need to do better?

outdoor area, where they can safely run, climb and practise to kick, throw and catch balls. This supports children's core muscle development. In addition, staff understand the importance of small-muscle development. For example, they provide opportunities for children to push, squeeze and roll dough. This promotes skills in preparation for early writing. n Partnerships with parents and carers are at the heart of this pre-school. All staff work hard to provide a safe and friendly space for children and their families to thrive. They provide considerable support for parents and carers, helping them to navigate each stage of their children's journey. Parents and carers speak highly of the nurturing care and education their children receive.

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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 support all staff to consistently recognise opportunities that arise from children's interests and extend children's thinking skills further to enhance their learning.

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Setting details

Unique reference number 2695470 Local authority West Sussex Inspection number 10363663 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 18 Name of registered person Early Explorers Childcare Ltd

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reference number

Telephone number 07519829112 Date of previous inspection Not applicable

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Information about this early years setting

Pickles Preschool (Southwick) registered in July 2022. It is located in Southwick, West Sussex. The pre-school is open each weekday from 9am to 3pm, term time only. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are five members of staff, of whom four hold relevant early years qualifications.

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Inspection activities

n The deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The nominated individual and the inspector carried out a joint observation during children's outdoor play. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the staff and children. n Children communicated with the inspector. n Parents and carers shared their views of the pre-school 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

7 November 2024 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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