Nutkins Preschool

Nutkins Preschool

Unique reference number (URN): 2749198 Address: St. Andrews C Of E Primary School, Nuthurst Street, Nuthurst, Horsham, RH13 6LH Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2023 Registers: EYR, CCR, VCR Registered person: Escott, Natasha

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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

All children, including those who may experience barriers to their learning, progress well through the nursery and are well prepared for their next stage of learning. Children's communication and language develop incredibly well. Furthermore, children who speak English as an additional language quickly learn that they can effectively communicate with others to express their wants and needs in both languages.

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Achievement Strong standard

Children learn to recognise their own achievements and strengths, which powers their motivation and self-esteem. They show perseverance in tasks and stay focused on the intended activity for extended periods of time, building new skills as they learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm and positive environment. Praise is plentiful at this setting, which effectively helps children demonstrate a 'can-do' attitude to everything they set their mind to, with impressive results.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and responsive. Staff understand each child's needs and stage of development, adjusting their approach so expectations remain realistic, nurturing and inclusive. Staff model emotional language, enabling children to recognise their feelings and manage impulses. Children consistently demonstrate increasing social awareness and regulate their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations for children's behaviour. Children consistently engage in play while demonstrating good manners and respect for one another and their surroundings. On the rare occasions when individual children struggle to manage their behaviour, staff sensitively address any issues promptly and constructively. Children are supported well by staff to understand the behaviour that is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote and support children's regular attendance at the setting. They offer flexibility, advice and support for families to promote punctuality. This enables children to make the most of their learning each day and promotes positive habits for the future.

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Children's welfare and wellbeing Strong standard

Staff are consistently warm, responsive and attentive, establishing a caring key-person approach that is thoughtfully tailored to each child. From the beginning, staff get to know their key children and families incredibly quickly. They gain a comprehensive and detailed knowledge of children's unique backgrounds, personalities and learning styles. This approach is highly effective in promoting children's wellbeing.

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Children's welfare and wellbeing Strong standard

Staff are consistently warm and attuned to the emotional and developmental needs of the children throughout the day. Children develop close relationships with staff. They receive cuddles and reassurance, which helps them to settle well. Consequently, children are exceptionally content, focused and engaged in the stimulating activities prepared by the highly competent staff.

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Children's welfare and wellbeing Strong standard

Children develop secure routines that promote their physical health and overall wellbeing very successfully. Staff embed positive hygiene practices and promote healthy lifestyles with activities such as yoga. Well-established routines contribute to children's safety and welfare and help children quickly begin to make their own healthy choices and decisions. For example, during snack time, children learn how to hold a knife safely with supervision from staff. They gain the skills to safely cut their healthy apples and butter their crackers.

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Curriculum and teaching Strong standard

Leaders have created a curriculum that centres around the individual child, their age and stage of development. Adults are highly skilled at creating an environment that sparks children's natural curiosity and provides a wealth of well-planned experiences. This keeps children highly engaged and focused.

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Curriculum and teaching Strong standard

Leaders are clear about how they ensure children achieve what they are capable of and what skills they need to learn to be ready for the next stage. This precision means that learning is not left to chance, and all interactions between staff and children are well thought out and purposeful.

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Curriculum and teaching Strong standard

Adults' teaching skills are exemplary. They skilfully follow children's lead in play, quietly sitting alongside them and modelling the correct process where necessary. Staff are supportive in allowing children to achieve their goals independently. For example, they only intervene if necessary, in order not to interrupt children's focus or concentration.

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Curriculum and teaching Strong standard

Staff skilfully model language and extend children's vocabulary throughout routines and play. They weave mathematical ideas such as counting, making comparisons and problem- solving naturally into interactions. Children benefit from rich opportunities to communicate, explore and think aloud. This supports children to develop strong early language and reasoning skills.

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Curriculum and teaching Strong standard

Staff prioritise children's physical, personal, social and emotional development. Children are extremely well supported to develop important independence skills. For example, children put on and take off their wetsuits and wellington boots without adult help during outdoor play.

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Inclusion Strong standard

Leaders and staff provide a very inclusive and supportive service for children and their families. They conscientiously get to know each child's background and adapt their provision to ensure children are supported in just the right way.

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Inclusion Strong standard

Children and families receive an exceptionally high level of support. Staff deal with sensitive situations with compassion and consideration. For children who are in receipt of additional funding, staff consider their needs and use this funding to gain the maximum benefit for children. For instance, pupil premium is expertly utilised to provide children with resources or additional time to attend the nursery beyond their entitlements. Children in receipt of funding achieve excellent outcomes. Leaders and staff are highly knowledgeable and uphold inclusive values. Staff are well trained to follow a graduated approach to review children's learning and assess the progress they make. They have the experience and skills to identify and swiftly close emerging gaps in children's learning and development. This enables all children to overcome any barriers to learning and make the best possible progress.

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Leadership and governance Strong standard

Leaders are inspirational and passionate about the work they do. They reflect well on practice to ensure the nursery continues to provide high-quality practice, care and learning.

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Leadership and governance Strong standard

Leaders are committed to supporting staff progression and lead by example. The wellbeing of staff is prioritised, which means that they can be at their best for the children they care for. Staff enthusiastically reflect on their own continuous professional development, recognising the significant progress they have made over time. Leaders ensure that professional development opportunities are thoughtfully tailored to meet the specific needs of both staff and children. This helps ensure that the quality of care and education at the nursery is excellent.

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Leadership and governance Strong standard

Leaders and staff liaise closely with the on-site school's teachers. Transitions to schools are meticulously planned to ensure children feel confident and suitably prepared for the next stage of their education. For example, children and nursery staff visit the school, allowing children to build relationships ahead of time. Furthermore, school children visit the nursery to talk about their experiences, answer questions and reassure nursery children.

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Leadership and governance Strong standard

Parents feel very grateful to have found a place that supports them and their children so well. Parents are well informed of children's progress and encouraged to continue children's successful learning at home. Staff offer families support and advice to help navigate parenthood and routines at home. This collaborative approach ensures children get the support they need quickly.

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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

All children thrive particularly well in this highly nurturing nursery and thoroughly enjoy the range of experiences offered to them. Staff introduce new and exciting resources to keep children motivated and curious, encouraging exploration and creativity. For instance, children enjoy learning about birds, developing vocabulary such as 'woodpecker' and creating bird feeders.

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

The nursery is calm and staff ensure that children have regular opportunities to reset their concentration and attention. For example, children enjoy spending time in the creative and sensory area, regularly revisiting this over the course of the day to continually build on their creations. Children respond with enthusiasm, showing curiosity, concentration and pride in their achievements.

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

Children experience warm, meaningful interactions, which help them to form secure attachments with staff. This helps even the youngest children to quickly develop the confidence to separate happily from their parents and carers. Children feel a clear sense of belonging, particularly when there are unfamiliar faces present.

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

Children learn about the experiences in their own lives and those of their friends and celebrate the fact that they are all unique. Children develop a love of learning as a direct result of the staff, curriculum and learning environment. Staff plan a very ambitious curriculum for all children. Children belong to a community where they are valued, listened to and well supported to do their best. The consistent practice across the setting ensures that all children not only make excellent progress in their learning and development, but also flourish socially and emotionally.

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Address:

St. Andrews C Of E Primary School Nuthurst Street, Nuthurst Horsham RH13 6LH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: West Sussex Leaders and staff work closely with parents and other professionals to ensure that children get the help they need. The impact of this is that children, including those with special educational needs and/or disabilities or those who have barriers to their learning, make rapid progress in relation to their individual starting points in development.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and assistants 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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. 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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