Sedlescombe Pre-School Ltd.

Inspection of Sedlescombe Pre-School Ltd. Sedlescombe Village Hall, The Street, Sedlescombe, Battle TN33 0QW

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Nurturing and compassionate staff provide a warm welcome for all children as they arrive. They are immediately available for children who need additional comfort and support during the transition into the setting. Children and staff demonstrate good attachments. Overall, children appear happy and are soon busy playing alongside their friends.

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The provision requires improvement

Although staff have high expectations for children's behaviour they do not always help children follow simple rules and boundaries. This means children do not receive consistent messages about how they should behave. For instance, children are sometimes prevented from running in the setting, while on other occasions they are not. Staff agree on strategies they feel will best support children's positive behaviour and attitudes to learning, but these are not yet fully embedded in practice.

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The provision requires improvement

Staff help children gain the skills they need to be ready for school. They devote time to helping children become confident, independent and capable in dealing with their personal care needs. For example, staff will share ideas with parents when children are ready to start toilet training and will support this in the setting. However, staff do not always assess children's learning and development at key times, such as the progress check at two years, to identify when children might need additional support.

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need to do better?

n Leaders work with staff to provide them with the resources they need to develop their professional knowledge and skills. They understand the importance of planning a curriculum that reflects the needs and learning styles of all children, including those with special educational needs and/or disabilities. However, this is not yet fully embedded into staff practice. Staff do not consistently use their assessments of children's development to effectively plan the curriculum to accurately target their needs, including plans for additional interventions to address gaps in their learning. This does not support children to make potential progress. n Staff plan activities to support children's developing social skills. However, they are not always mindful of the individual needs of children during group activities, which sometimes lack intention and focus. For instance, circle time is not organised so that all children benefit from being able to listen and take part in a

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need to do better?

group discussion and to sing with staff. This does not help children's motivation to learn or to develop their concentration and listening skills effectively. n Some older children self-regulate their feelings and emotions well, when they negotiate their play with each other. However, staff do not consistently apply

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need to do better?

27 June 2025 previously agreed behaviour management strategies to reinforce simple rules in the setting. This does not help children learn how their behaviour impacts on others or support those who struggle to control their feelings and behaviour. n Children love to listen to stories with staff. They bring staff books to read and they listen intently while they sit cuddled up on their laps or in small groups. Staff use books to introduce children to new vocabulary, interests and themes, such as when they learn about the life cycle of a butterfly. n Staff provide children with activities that support their physical development. Children demonstrate balance and coordination as they move along the stepping stones and the climbing frame. They love spraying water from bottles, painting on reflective surfaces and stirring sand into water. Staff plan additional outdoor activities, such as walks across the nearby meadows. This helps children develop

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need to do better?

their strength, spatial awareness and dexterity. n Staff support children's imaginative play well. For instance, children pretend a bench is a car, placing bowls under the legs for wheels, and using a tube to lift it for a 'tyre change'. Staff introduce new language and ask questions to encourage children to think about different possibilities to extend their play. This gives children time to express their thoughts, ideas and share previous experiences in meaningful and fun ways. n During mealtimes, staff teach children that nutritious food keeps them healthy, alongside other routines, such as washing their hands to keep themselves safe and well. Staff work with parents to help children develop an awareness of good oral health. For instance, using additional funding they provide children with toothpaste and a toothbrush to use at home. n Staff develop strong partnerships with parents and other professionals. They

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need to do better?

share information with other professionals involved in the care and education of children, including other settings children attend. This provides children with continuity of care and parents with the resources they need to help children's learning and development at home.

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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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Due date

27 June 2025 make better use of assessments, including the progress check at age two, to identify and provide support to close any gaps in children's learning and development. 31/07/2025

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should:

n target planning more effectively to engage and stimulate children's learning, focus and concentration n support staff to develop consistent behaviour management strategies to support children's personal, social and emotional development.

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Setting details

Unique reference number EY488467 Local authority East Sussex Inspection number 10398082 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 27 Name of registered person Sedlescombe Pre-School Ltd

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reference number

Telephone number 01424 871455 Date of previous inspection 2 October 2019

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Information about this early years setting

Sedlescombe Pre-School Ltd registered in 2015 and is in Sedlescombe, East Sussex. The pre-school is open during term time only, on Monday, Wednesday and Friday from 8.30am to 3pm. It receives funding to provide free early education for children aged two, three and four. The pre-school employs four staff, who all hold relevant early years qualifications at level 2 or level 3.

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Inspection activities

n The manager and the 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke with staff, children and parents during the inspection and took account of their views. n The manager and the inspector carried out a joint observation of group activities. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

27 June 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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