Pumpkin Patch Nursery Wish Park Hove

Pumpkin Patch Nursery Wish Park Hove

Unique reference number (URN): 2844272 Address: Wish Park, Saxon Road, Hove, BN3 4LF Type: Childcare on non-domestic premises Registered with Ofsted: 23/06/2025 Registers: EYR Registered person: Pumpkin Patch Nurseries Ltd

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, progress well from their starting points. They develop positive attitudes to their learning and learn to express themselves clearly and with confidence. Children are very well prepared for transitions across the nursery, including moving on to school.

p.2

Achievement Strong standard

Children benefit from regular opportunities to explore familiar books and stories. They enjoy taking part in small-group activities, such as playing card games. Children patiently wait for their turn and show a clear understanding of the rules of the game. They take the lead in their play and show a love of learning. Children articulate what they are doing, such as when they set up a shop in the home corner and talk about how much the shopping is. Children, including those who speak English as an additional language, make rapid progress in their communication and language development.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a calm and respectful environment. They set clear expectations for behaviour, and routines are well embedded into the nursery. Children know what is expected of them and consistently demonstrate impeccable behaviour, reflecting the nurturing environment and dedicated guidance provided by staff.

p.2

Behaviour, attitudes and establishing routines Strong standard

During group times, children talk about the setting's 'golden rules' and what they mean. They confidently show their understanding of why the rules and boundaries are in place as they share resources willingly, speak kindly to their friends and model positive actions, which creates a respectful and productive culture. Staff teach children how to keep themselves safe. For example, children learn how to use hammers safely. Children remind their friends about putting on safety goggles and gloves as they delight at using the tools. Staff are positive role models who are consistent in their approach to helping children to regulate their emotions, providing calm spaces for children as they need them. As a result, children have consistently positive attitudes to their learning and to each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders value their partnership working with parents. They ensure there is a shared understanding of the importance of good attendance and punctuality. Parents feel well supported and value the opportunities and support their children receive. As a result, children attend regularly, settle quickly and relish their time at nursery.

p.2

Children's welfare and wellbeing Strong standard

Leaders have established a robust key-person system where staff get to know all children and families incredibly well, building strong attachments from when children start. Staff gain a comprehensive and detailed knowledge of children's unique personalities and learning styles, which they share with other staff to ensure they all have a secure understanding about each individual child, including those who face barriers to learning and/or wellbeing. Staff promote long-lasting healthy habits by providing regular opportunities for children to develop their physical health and independence. Children develop a love of being outdoors, where they benefit from being active in the fresh air. They talk about the weather and independently put on appropriate clothes to keep themselves warm and dry. Staff consistently encourage children to manage their own personal hygiene, such as wiping their nose. These routines help children develop independence.

p.2

Children's welfare and wellbeing Strong standard

Children learn about healthy eating and keeping themselves safe. For example, they are supported to use knives safely as they cut the fruit for snack and talk about healthy foods. Children play an active role in completing daily risk assessments and share what they have found with their friends, using their knowledge to keep each other safe. Consequently, they are confident, manage their own risks very effectively and develop an extremely good understanding of how to stay safe and make healthy choices.

p.3

Curriculum and teaching Strong standard

All children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, benefit from the carefully planned and sequenced curriculum. Leaders and staff spend time getting to know each individual child and family through a supportive induction process. Staff gather detailed information and learn about each child's uniqueness. They skilfully tailor support to help children take their next steps in learning. Leaders and staff are ambitious for all children. They adapt activities thoughtfully to provide a personalised curriculum as and when appropriate.

p.3

Curriculum and teaching Strong standard

Staff know their key children extremely well. They plan interesting activities that children become highly engaged in. Children develop excellent perseverance and concentration skills, as they enjoy taking part in activities with highly skilled staff. For example, they confidently learn how to make their own paper. Staff support and encourage children, enhancing their mathematical and language skills through discussion, such as purposeful counting and measuring as they work together with their friends. For instance, children count and talk in detail about the smells, shapes and sizes of the different herbs, spices and flowers they are adding to their paper. This ensures children are extremely well supported to learn through their interests in an environment that supports their needs.

p.3

Inclusion Strong standard

Leaders are deeply committed to supporting children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, creating an environment where all children thrive. They seamlessly create an inclusive provision to make sure that children receive the necessary support in a timely way to make the progress they are capable of. For example, children with English as an additional language receive specialist support in addition to the regular support staff give them. Staff learn about children's home languages to ensure children can fully engage and participate in activities. In addition, staff use sign language and picture communication strategies to further support all children's communication skills.

p.3

Inclusion Strong standard

Leaders and staff work in partnership with parents, the local authority and external professionals well to plan and implement programmes that help children who face barriers to learning. They use additional funding extremely well to enhance equipment and provide children with specialist or one-to-one support as needed. Leaders and staff continually enhance their knowledge and understanding through participating in a wide range of training, including training on the graduated approach. As a result, children receive the best possible support through a coordinated approach to prepare them effectively for their future education.

p.3

Leadership and governance Strong standard

Leaders are highly reflective of the service they provide for children and families. They are passionate about the nursery and have an excellent understanding of how children learn. Leaders support staff well to ensure that the quality of experiences for all children is of a consistently high standard, including for those with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing.

p.4

Leadership and governance Strong standard

Leaders provide staff with regular, effective supervision and support for their wellbeing, recognising the importance of this. They regularly monitor the quality of teaching and prioritise a rich programme of professional development for staff. This ensures staff have a clear and detailed understanding of the ethos behind their curriculum. Furthermore, they are supported to gain qualifications and complete courses that allow them to gain further knowledge and expertise, such as learning about forest and beach schools. Leaders encourage staff to share their expertise, acting as 'champions' of particular areas of learning. This supports staff to provide rich learning experiences through high-quality teaching to support all children's learning and development.

p.4

Leadership and governance Strong standard

Leaders work in partnership with local schools and invite them to attend events within the nursery. They provide a range of workshops for families, such as to support children starting school. This provides children with a consistent approach to their care and education.

p.4

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

Children thrive in this highly engaging and nurturing nursery. They arrive full of excitement for the day ahead, happily seeking out their friends as they settle and take part in activities. All children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, benefit from consistently high-quality teaching and care. Leaders and staff know the children extremely well and meticulously monitor their attendance and progress. They swiftly identify and address any gaps in children's development, working in partnership with parents and other professionals. Staff

p.4

Inspector:

Nicole Atkinson strengthen children's learning through revisiting activities and targeted interventions. This helps to reinforce and embed children's knowledge and skills.

p.5

Inspector:

Children develop a sense of belonging as they take on roles of responsibility in the nursery. For example, they complete daily risk assessments in the garden and share their learning with their friends, where they discuss how they can keep each other safe. Children enjoy an exciting range of activities at the nursery and within the local community. They take part in forest and beach school activities, exploring the environment and learning about nature and how to use equipment safely. Furthermore, children take part in projects as part of the 'park community', such as planting in the allotment. These rich and varied experiences give children a secure understanding of the world around them and prepare them extremely well for their future learning.

p.5

Inspector:

Children's behaviour is exemplary. They show confidence, resilience and independence in abundance. Children follow the clear expectations set by staff to create a harmonious and respectful play environment. They make great friendships, play cooperatively and offer each other advice and encouragement. For example, children work together to create a car, which they sit in and discuss what they can see and where they are going. This approach nurtures a sense of kindness and collaboration and mirrors the positive qualities modelled by staff.

p.5

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, those who are known to or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.5

About this inspection

The inspector spoke with leaders, practitioners and the special education needs coordinator during the inspection.

p.5

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.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Pumpkin Patch Nurseries Ltd

p.6

Address:

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

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7