Fish and Bricks PreSchool

Inspection of Fish and Bricks PreSchool Burgess Hill Baptist Church, Barn House, Station Road, BURGESS HILL, West Sussex RH15 9EQ

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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 excel in this pre-school. Staff expertly develop children's speech, language and listening skills through routines and interactions. Children with delayed language are skilfully supported with sign language to enable them to make choices and express themselves. This has a positive effect on their language and their listening and attention skills. Staff are skilled at supporting children in a warm and nurturing way. They encourage children to learn to regulate their own emotions in a 'calm corner' with ideas for mindful activities. This has a positive effect on all children's personal, social and emotional development. Children love singing and dancing as they practise for their end of year show. They happily share stories about their own lives that link to the activities in the song. For example, they describe how they like sleeping and sleep well at home. Children's physical skills are expertly supported via gymnastic-style activities in a large hall on site.

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The provision is good

They joyfully explore the obstacle course that staff have set up and learn to jump, roll, skip, balance and crawl. Staff also use the experience to help children to practise their listening and attention skills.

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The provision is good

Managers and staff design and implement an inspiring, broad and balanced curriculum that supports children's learning and development across all areas. As a result, children make good progress. Staff observe and respond to children's interests, encouraging child-led play while ensuring that key milestones are met. Staff have consistently high expectations of children, and children show that they know the rules and expectations of the setting. Children are encouraged to tidy up for stories and snack time during the morning, and they happily do this without prompting. Staff have very warm relationships with the children, and this contributes to a joyful, happy learning environment for all.

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need to do better?

n Leadership and management are a real strength of the nursery. Managers train and support their staff very well. Staff describe feeling knowledgeable about fulfilling the roles and responsibilities of their role confidently. Leaders have clear aims about providing excellent care, and they are focused on the priorities of supporting children's language and social and emotional development. n Managers and staff are purposeful and reflective about the ambitious curriculum they offer, which is effective and adapted regularly. All staff know the children exceptionally well. They get to know children's interests through conversations with parents and children. They also observe what children are enjoying learning. Staff use this information to adapt experiences and interactions with children, which promotes all areas of their development. n Children, including children who speak English as an additional language, learn

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need to do better?

to become confident communicators. Staff expertly support children with their

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need to do better?

20 June 2025 listening and attention skills, and those who need extra support are provided with interventions to help them catch up. This has an extremely positive effect on their progress with communication and language and their self-esteem. n Children show very good attitudes to learning. They delight in talking to each other and to the adults. Staff are calmly attuned to children's emotional needs, ask questions and give children time to think and respond. This has a positive impact on children's behaviour and attitudes. Children's views are clearly listened to and respected. However, staff are not fully consistent in supporting children to make choices and decisions about their learning. This does not fully reflect the curriculum aim to encourage children to become independent learners. n Staff develop good relationships with parents. Staff share ideas for home learning with parents regularly. There is a book loaning library available for

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need to do better?

parents to borrow from. Managers go above and beyond to make sure that parents have what they need for their family, including linking them up with local services, such as dentists. Parents speak highly about the nursery and the impact it has had on their children. They describe how their child's language, attention and emotional development have significantly improved. n Children with special educational needs and/or disabilities (SEND) have consistent support to help them gain independence and access activities that are adapted to meet their needs. Staff responsible for supporting children with SEND work closely with parents and other professionals to create and implement highly effective support plans. The impact of the support is clearly evident, and children with SEND thrive as they calmly and confidently learn and explore.

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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 provide more consistent support for children to make choices and decisions in their learning.

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Setting details

Unique reference number EY430996 Local authority West Sussex Inspection number 10399456 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 48 Number of children on roll 41

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Name of registered person

Fish & Bricks Pre-School at Gateway Baptist Church Committee

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reference number

Telephone number 07791 662578 Date of previous inspection 3 December 2019

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Information about this early years setting

Fish and Bricks PreSchool registered in 2011. It operates from a series of rooms in the Gateway Baptist Church in Burgess Hill, West Sussex. The pre-school opens five days a week during term time, from 8.15am to 1.15pm. The provider receives funding to provide free early education for children aged two, three and four years. The pre-school employs 11 staff members, including the manager. Of these, six staff hold appropriate early years qualifications, including one with a Level 5 qualification.

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Inspection activities

n The inspector looked at, and discussed, documentation in relation to safeguarding, recruitment, registers and first aid. 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 manager and the inspector took part in a joint observation. The inspector asked staff questions about their work and interacted with children during the inspection. n Parents shared their views of the pre-school with the inspector. 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.

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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

20 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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