Setting EY474805

Report for childcare on domestic premises

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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 arrive with excitement. They are immersed in the Spanish language at this bilingual nursery. Practitioners warmly welcome children as they get started with their activities. Babies have close and meaningful relationships with the nurturing practitioners. They sing songs and cuddle together as babies settle into the environment. Children feel safe and comforted with the practitioners, who know them well.

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The provision is good

Children receive guidance to help them understand the importance of treating others with respect. For example, when children have a disagreement, practitioners support them to recognise how to be fair. Together, they talk about different tools they can use, such as timers, when they would like to take turns. Children behave well and know what is expected of them.

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The provision is good

Leaders are highly passionate about their vision and ethos for the nursery. They have constructed a curriculum that is ambitious and builds on children's interests. Leaders implement enriching activities that broaden children's knowledge. Most notably, children build a good understanding of Spanish vocabulary. They also experience visits to the local beach and grow their own vegetables in the nursery garden. Children have a rich set of experiences.

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need to do better?

n Practitioners prepare a range of activities that keep children engaged and excited. For example, children become engrossed in activities such as drawing, messy play and dressing up. Practitioners promote children's interests. For example, when older children talk about visiting a Chinese restaurant, they provide resources such as chopsticks to extend their imaginative play. Children learn about similarities and differences in the world around them. n Practitioners provide a unique environment. Spanish is used to communicate with the youngest children, and both Spanish and English are spoken in the pre- school room. Young children become fully engaged during interactive story times with props, and practitioners regularly introduce new words. They use careful assessment to monitor children's language development in Spanish. However, arrangements to assess children's developing communication skills in English are

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need to do better?

less effective. This does not support those working with the youngest children to identify any delays in their English language skills at the earliest opportunity. The good-quality teaching and increased use of English for older children enables them to gain the language skills they need to move on to school. n Overall, interactions are of high quality across the nursery. Practitioners know the children well and become fully involved in their play and learning. However, occasionally, practitioners do not consider how the organisation of daily routines

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need to do better?

15 January 2025 may affect children. For example, on occasion, children are taken away from exciting story times to wash their hands. This means that, at times, children receive interactions that do not consistently promote their focus on learning. n Children are remarkably independent. They show excellent enthusiasm as they confidently complete tasks for themselves. For example, younger children clear their own eating utensils and take them to be washed. Older children show a good understanding of personal responsibility. They skilfully use tools, such as a dustpan and brush, to carefully clear away coloured rice. Practitioners get involved with these tasks and model their high expectations of children's behaviour. n Children learn about good health. Practitioners provide healthy foods and encourage children to participate in tooth brushing. Children confidently talk about the importance of keeping their teeth clean. Leaders promote this learning

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need to do better?

further through organising visits from dentists to come to the setting. This contributes to children's understanding of how to lead a healthy lifestyle. n Practitioners speak highly of the leadership of the nursery. They explain that they receive plenty of support for their well-being and professional development. For example, practitioners who work with the youngest children access training that increases their understanding of care that is specific to babies. This continually raises the quality of teaching for children. n Parents discuss how happy they are with the care and education their children receive. They also note how pleased they are that their children learn the Spanish language. Parents receive frequent updates about their child's progress and feel involved in children's learning experiences. 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 develop the arrangements for the accurate assessment of children's communication skills in English n review and improve the organisation of routines to further promote children's focus on learning.

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Setting details

Unique reference number EY474805 Local authority Brighton and Hove Inspection number 10376587 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 41 Number of children on roll 41

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Information about this early years setting

La Casita, a bilingual nursery, registered in 2014 and is based in Hove, East Sussex. The nursery is open from 8am to 6pm from Monday to Friday, for most of the year. There are nine staff, six of whom hold relevant early years qualifications at level 3 or above. The nursery provides government funded early education for children between the ages of nine months and four years.

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Inspection activities

n Leaders took the inspector on a learning walk and discussed the aims and rationale for their early years curriculum. n The inspector spoke to parents and took account of their views. n Staff spoke to the inspector at appropriate times during the inspection. n The inspector and leaders carried out joint observations of group activities. n Children spoke to the inspector about what they like doing at the nursery.

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Inspection activities

15 January 2025 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

15 January 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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