Little Castle Nursery

Little Castle Nursery

Unique reference number (URN): 2835113 Address: St. Andrews Parish Hall, Rear Of 360, Seaside, Eastbourne, BN22 7RY Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2025 Registers: EYR, CCR, VCR Registered person: Little Castle Nursery Pevensey Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make rapid, secure progress from their varied starting points, including disadvantaged children and those with special educational needs and/or disabilities. They build on their communication and language as they share ideas in play and retell familiar stories, such as 'The three little pigs', with puppets and props.

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Achievement Strong standard

Children build the foundational knowledge needed for later learning. This is evident in their deep engagement, cooperative play and growing social confidence. Across all 7 areas, children achieve well and show increasing independence. Babies are sensitively supported to develop early self-help skills, such as attempting to remove their own coats. Older children confidently manage routines, including finding their peg, putting on coats and wellies and using tissues and the toilet independently. All children show focus, pride in their achievements and are well prepared for their next stage of learning and school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a positive, nurturing environment where expectations for behaviour are clear, consistent and understood by all. Staff model respectful interactions, kindness and calm problem-solving. Children form warm relationships with staff and each other. They show empathy, share resources and play confidently and kindly. They take turns during activities, such as role-playing hairdressers, restaurants or caring for baby dolls.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully support children who struggle with emotions, helping them understand and manage their feelings and adapting approaches to meet individual needs. They use specific praise, supporting children's confidence, perseverance and pride in their efforts.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and match children's ages and stages of development. Staff use strategies such as visual cards and now-and-next boards to support smooth transitions. These help children remain settled and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise attendance and punctuality, recognising the impact on children's wellbeing and progress. They act quickly when patterns of lateness appear, working closely with families to support consistent routines for children.

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Behaviour, attitudes and establishing routines Strong standard

As a result of leaders' actions, children behave exceptionally well, show positive attitudes to learning and are well prepared for their future learning.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing extremely well. They build a clear understanding of all children's starting points and individual needs. Staff use close partnerships with parents and careful observations to provide tailored support. Children benefit from clear routines and support, such as visual cues, calm spaces and gentle, reassuring guidance from staff. These help children feel safe, settled and ready to learn. Staff build incredibly secure, trusting relationships with all children. Babies benefit from warm, nurturing interactions, and staff notice their cues and adjust routines to suit their needs. Older children confidently seek comfort, share their feelings and manage emotions with nurturing support.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of physical development, personal safety and healthy choices. They enjoy varied opportunities for movement, such as balancing on beams, running, and exploring water and sand. They build on their fine motor skills with activities, such as puzzles, mark making and construction. Staff work closely with families and help children build healthy habits, such as washing their hands and wiping their noses independently. Children help prepare their own healthy snacks, grow and pick strawberries in the summer, and have regular discussions with staff about making good food choices.

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Curriculum and teaching Strong standard

Leaders have a clear understanding of curriculum quality and make well-informed decisions to strengthen practice. They have designed an ambitious, inclusive and well-sequenced curriculum that meets all early years foundation stage requirements and reflects the needs of all children, including disadvantaged children and those with special educational needs and/or disabilities. Staff use their strong knowledge of child development, children's interests and starting points to plan purposeful learning that builds on what children already know and can do. Assessment is used effectively to check children's progress and tailor their next steps in learning.

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Curriculum and teaching Strong standard

Teaching is consistently skilful. Staff break learning into manageable steps and adapt activities, so all children can participate successfully. For example, they adjust levels of challenge and provide adapted scissors to ensure that every child can achieve, supporting their development of fine motor skills.

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Curriculum and teaching Strong standard

Language development is a key focus. Staff narrate children's play, model rich vocabulary and hold meaningful conversations linked to children's interests, introducing words such as 'crumpling' and 'ripping'. Mathematical language is woven naturally into routines and stories. Babies benefit from warm, responsive interactions. Staff describe what they are doing, introduce vocabulary such as 'squelchy mud', and regularly read and sing number songs. This supports children's early communication, number awareness and emotional wellbeing.

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Inclusion Strong standard

Leaders and staff consistently identify children's needs, including disadvantaged children and those with special educational needs and/or disabilities (SEND), in a timely and precise way. From the earliest settling-in period, they work closely with parents, communicate well as a team and use focused observations to recognise children's emerging needs. Leaders track outcomes for vulnerable groups and swiftly adapt support or activities where there are gaps in learning or development. They act quickly, creating support plans that reflect each child's strengths and challenges.

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Inclusion Strong standard

Leaders organise training in direct response to children's needs and use funding very well to ensure consistent, individualised support. Staff use effective strategies, such as visual timetables and now-and-next boards. This promotes smooth, predictable transitions for all children, including those with SEND. Support plans are reviewed regularly, and leaders work closely with external professionals to strengthen targeted support.

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Inclusion Strong standard

Children benefit from enriching experiences that build their confidence. Leaders recognise that children have different experiences of the world and plan outings, such as trips to the beach, local parks, shops and pet stores. These help to broaden all children's experiences and understanding of the world.

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Leadership and governance Strong standard

Leaders have a clear vision for the setting, centred on children's safety, wellbeing and progress. They have an excellent understanding of the setting's strengths and act swiftly to address priorities for improvement. Decisions are consistently made in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities or are known to social care. Leaders work closely with external agencies and build strong, solution-focused partnerships with families. This ensures that children receive the right support and experience smooth, well-planned transitions between home, nursery and school.

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Leadership and governance Strong standard

There is a strong culture of ongoing improvement. Leaders encourage staff to reflect on strengths and areas for development, and training is carefully matched to identified needs. Leaders promote the regular sharing of expert advice from external professionals and trusted sources. This strengthens staff's knowledge and improves practice across the setting.

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Leadership and governance Strong standard

Staff's wellbeing is thoughtfully considered. Regular supervisions, open communication and flexibility around family commitments help staff feel valued and supported. Leaders organise team-building activities and opportunities to attend sector events to develop staff's expertise. They set clear expectations for professionalism and teamwork, creating a positive culture that directly benefits children's care and education.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children delight in their time at this warm and welcoming setting. They settle quickly as staff join them in play and talk about their interests and recent experiences. The small, nurturing team knows each child exceptionally well and builds trusting, respectful relationships. For example, babies lean in for comforting cuddles, while older children confidently approach staff to share their discoveries or seek reassurance. Staff respond with thoughtful praise and encouragement, creating a strong sense of belonging where all children feel safe and included.

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What it's like to be a child at this setting

Leaders have an excellent understanding of all children's individual needs, including those who are disadvantaged, those with special educational needs and/or disabilities or those known to social care. They create a calm, soothing environment that reduces overstimulation. For instance, they use dimmed, soft lighting and natural materials to promote a peaceful atmosphere. Staff support children's emotional development effectively, helping them recognise and manage their feelings and offering quiet spaces where they can relax and feel calm.

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What it's like to be a child at this setting

Staff plan learning that closely reflects children's interests and needs. Story times are lively and engaging, with staff revisiting favourite books to introduce new vocabulary and early counting skills. Children eagerly name foods as they post them into the caterpillar's mouth, strengthening their language and fine motor development. Staff extend children's thinking by drawing attention to pictures and asking questions that help them understand the world and share ideas confidently.

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What it's like to be a child at this setting

Leaders work closely with families and place strong emphasis on promoting good attendance. Staff adapt activities, so all children can participate successfully and make

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Address:

St. Andrews Parish Hall Rear Of 360, Seaside Eastbourne BN22 7RY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Castle Nursery Pevensey Ltd strong progress. Simple routines, such as dressing for outdoor play or preparing snack, build children's independence and pride. Children achieve well from their different starting points. They move through the day with confidence and purpose and are well prepared for their next steps, including their transition to school.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who are known (or previously known) to children's social care.

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About this inspection

The inspectors spoke with leaders, staff, parents and carers, children and the special educational needs coordinator during the inspection.

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About this inspection

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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 16:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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