Tiger Cubs Pre-School

Inspection of Tiger Cubs Pre-School All Saints Church, 122-122a High Street, Lindfield, Haywards Heath RH16 2HS

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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 are happy, settled and make good relationships with their peers and staff. Leaders plan a variety of activities throughout the week that enhance children's experiences, such as forest school sessions and cooking. Children play cooperatively with each other while they explore the activities.

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The provision is good

Staff have high expectations. For example, staff remind children of the setting's rules during carpet time, and the children recall these well. The setting has well- established routines, which mean children have a good understanding of what is happening now and what will happen next. Children independently do things for themselves, such as putting their cups away after snack time and wiping their own faces while looking at themselves in a mirror.

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The provision is good

Staff gather information from parents to help them to plan a curriculum that supports children to learn through activities that interest and engage them. For example, staff incorporate children's favourite characters into the environment to encourage them to participate in the activities on offer.

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need to do better?

n Leaders are reflective and have high expectations for children's learning. They have a good understanding of the setting's strengths and areas of the environment they would like to develop further, such as the outdoor area. Leaders ensure that staff have time to discuss any concerns they have and that their well-being is a priority. Staff report they feel supported in their roles. n Partnerships with parents are strong. Staff encourage information-sharing that supports them to have a good understanding of children's emotional needs and how to support them. For example, during the settling-in process, staff agree with parents the pace at which their child settles. Parents share their children's interests, and staff use this information to support them to settle in well. Parents are happy with the setting and feel their children are ready for their next steps in learning. n Leaders provide staff with induction training and ongoing supervision sessions.

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need to do better?

This helps staff to understand their roles and responsibilities. However, leaders do not always provide staff with feedback to support them to develop their skills and recognise how to further enhance children's learning and development. This means, at times, children do not fully benefit from staff supporting them to extend their thinking and expand their knowledge further. n Staff identify children with special educational needs and/or disabilities and are proactive in seeking support from other professionals and applying for funding where needed. They use additional funding to support children's development. For example, cooking activities are provided to support children to explore

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need to do better?

26 September 2025 different foods and enhance their understanding of healthy eating. n Leaders provide a book lending library to encourage children to engage with a variety of books and foster a love of reading both in the setting and at home. During activities, staff use books to enhance children's learning, such as to find out more about an area of interest. This supports children to understand that they can get information from books. n Children have access to a well-organised garden space with a large variety of activities that support their physical development. They enjoy climbing a role- play castle, playing in sand and rolling tyres down a hill. This supports children's gross motor development and social skills as they play together, taking turns and negotiating space. n Staff ensure that food that is brought in for mealtimes is healthy and nutritious. Staff promote good hygiene practices, such as washing hands before eating.

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need to do better?

They talk to children about healthy food choices and ask them questions to encourage them to think about how their food makes them feel and when they are full up. Robust procedures are in place to ensure that children's dietary requirements are met and that children are kept safe during mealtimes.

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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 strengthen systems to support staff to develop their skills and recognise how to enhance children's learning and development further.

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Setting details

Unique reference number 2729256 Local authority West Sussex Inspection number 10407850 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 30 Number of children on roll 29 Name of registered person Tiger Cubs Pre-School CIO

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reference number

Telephone number 07905099802 Date of previous inspection Not applicable

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Information about this early years setting

Tiger Cubs Pre-School registered in 2023 and is located in Lindfield, West Sussex. The pre-school is open from Monday to Friday, 9am to 2.30pm, term time only. It employs eight members of childcare staff, of whom five hold an appropriate early years qualification. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. n The inspector spoke with the manager about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The deputy manager and the inspector carried out a joint observation during snack time. n Parents and carers shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

26 September 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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