Jack and Ella's Nursery School

Jack and Ella's Nursery School

Unique reference number (URN): 2835007 Address: Scout Hut Headquarters, Fletcher's Field, Rectory Lane, Angmering, West Sussex, BN16 4JU Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2025 Registers: EYR Registered person: SCF Education 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

All children, including children who face barriers to their learning, make sustained and significant progress from their starting points. They are confident, resilient and ready for the next stage in their learning, such as moving up to a higher age group or to school. Older children enjoy sharing tools and transporting water in the forest school. They share books and turn the pages together, pointing out familiar events and characters that make them smile. Babies delight in making sounds and moving their bodes as staff sing along to 'What's in the bag?' They listen attentively and observe with anticipation, knowing that what will follow will be exciting and interactive. Older children have daily access to a library where they can freely choose books and have stories read to them. This strongly supports their literacy skills and fosters a joy of reading. All children are independent as they play and

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Achievement Strong standard

learn. They learn new skills though their everyday routines, such as serving themselves lunch or attempting to use cutlery for the first time.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in the harmonious and happy environment. Staff promote high expectations for children's behaviour through teaching and well-embedded routines. Children are highly engaged and motivated, and they show extremely positive attitudes to their learning. They demonstrate their excitement to join in and learn as adults gather them together for activities. Babies cheer and excitedly clap and celebrate other babies as they negotiate coming down a slide. They are learning about 'kind hands' and being gentle with their friends. Staff are kind, warm and gentle and are excellent role models. They consistently treat children with the utmost respect during activities and daily routines, such as nappy changing and sleeping. This has a positive impact on how children treat each other, the environment and resources.

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Behaviour, attitudes and establishing routines Strong standard

Attendance at the setting is very high. Leaders and staff work closely with parents and are flexible with start times for those parents who have very young babies and are working to establish a routine. For those children who face barriers to their learning, leaders and staff work hard to establish routines, which helps support children's transitions. These strongly help children to understand what will be happening next and support their wellbeing. Children of all ages are taught how to understand how they are feeling in an age-appropriate way. Staff recognise how children are feeling and anticipate events where children may be overwhelmed or tired. The close bonds they form with children strongly supports their personal, social and emotional development.

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Children's welfare and wellbeing Strong standard

Children demonstrate high levels of enjoyment and happiness in the setting. Staff know babies and older children extremely well and respond very sensitively and swiftly to their cues, such as when they are hungry or tired. They expertly adapt their approach to each child's age and stage of development, children's home experiences and any barriers to learning. Babies are exceptionally well cared for, and staff respond quickly to their needs. They consistently assure that babies have their dietary and weaning needs met, and staff have rigorous supervision methods for when children are sleeping and eating. Children constantly show high levels of delight, and staff mirror their excitement and share in their joy, which encourages children to engage further.

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Children's welfare and wellbeing Strong standard

Children's emotional health is promoted effectively through the loving purposeful bonds that adults form with them. Staff are very tactile in their approach. Children are cuddled and soothed, and they regularly approach staff for comfort. They are well supported to understand their personal safety and healthy choices. For example, staff teach children how to stay safe in the forest by being visible and not climbing too high. Children are provided with a highly nutritious meal and have unlimited access throughout the day to fruits and vegetables to eat.

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Curriculum and teaching Strong standard

There is a strong culture of learning at the setting. Leaders closely monitor the quality of teaching. They provide continuous support for those staff who are new to the role or have a passion for working with different age groups, such as the babies. Staff have excellent teaching skills and high expectation for all children, including the very young and children who are at risk of falling behind. Leaders have an ambitious vison for the curriculum that will ensure that all children have the skills ready for the next stage in their learning and future life outside of education. For example, staff expertly weave all areas of learning into everyday activities and routines. Their expert interactions ensure that children, including babies develop excellent fluency skills. Staff continuously ask questions and provide opportunities that promote children's curiosity and problem-solving skills. They role model how to engage

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Curriculum and teaching Strong standard

in discussions and ask questions. Consequently, children play alongside each other, engaging in conversations and asking purposeful questions. Staff are supporting them to become articulate and confident communicators.

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Curriculum and teaching Strong standard

Staff place a unique focus on developing a rich curriculum for babies that is filled with mathematical opportunities, such as counting. They ensure that babies have constant access to physical challenges, such as tummy time and climbing, which helps to build on their core strength in readiness for more elaborate physical play. All children are extremely well nurtured. All staff shower warmth and love and demonstrate their own delight for working with children. This has an overwhelming positive impact on children's self-esteem, confidence and emotional wellbeing. Children feel loved, safe and ready to learn.

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Inclusion Strong standard

Leaders and staff have extremely high aspirations for all of the children. They ensure that, through meticulous observation and assessment, children's individual needs are swiftly identified. Staff work hard to build good relationships with families, in order that they can work together, offer advice and discuss what parents can do at home to support their child's learning. Leaders meet daily with staff to discuss children's progress, potential barriers to their learning and children's individual needs. This enables staff to swiftly adapt learning experiences and routines to ensure that all children have their educational and emotional needs met. The staff team is highly knowledgeable and skilled at using children's interests and current schemas to construct an exciting learning environment. Consequently, children maintain their concentration and enjoyment for longer.

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Inclusion Strong standard

Leaders have a vast wealth of knowledge covering how to support children with special educational needs and/or disabilities to make the progress that they are capable of. They work closely with families and outside agencies to close gaps in children's learning. Leaders use any additional funding to enhance their already excellent provision for children who face barriers to their learning.

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Leadership and governance Strong standard

Leaders have a clear understanding of their strengths and areas for improvement. This supports ongoing improvement across the whole setting and ensures that all children have access to rich learning opportunities and a high level of teaching. Children with barriers to their learning make significant progress as a result of the leaders' aspirations for each individual child. Staff report that their wellbeing is high and that they feel lucky to have the opportunity to work in such an inspirational work environment. They feedback that they are given ongoing professional development tasks to enable them to fulfil their roles.

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Leadership and governance Strong standard

Leaders plan the curriculum to be bespoke and adapted to each child. This allows all children to make significant progress, including children who face barriers to their learning. The curriculum for each child is focused strongly on children's existing experiences and knowledge and what they may need to be learning next. Staff work in collaboration with parents and share regular updates and progress reviews, including ideas to support learning at home.

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

Children flourish in this highly stimulating and nurturing setting. Leaders and staff create a calm and welcoming environment. Staff form strong bonds with babies and children, and these bonds help every child to feel secure and provides a firm foundation on which they can learn. Babies are exceptionally well nurtured by a caring and knowledgeable staff team who shows a passion for working with children. This supports children to develop a real sense of belonging and settle very quickly. Babies and children relish the outdoor learning opportunities, and staff provide endless opportunities for them to be curious in their play. Staff have adapted their style of teaching to take into account the age and stage of children's development, including adaptations to precisely meet the needs of children who face barriers to their learning.

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About this setting

Unique reference number (URN): 2835007 Planned activities strongly support children's collaboration, and even the youngest children take turns and learn that there are times when they have to wait. This helps children to develop friendships and contributes to the positive characteristics that they need for school and later life. Babies enjoy their learning, and staff ensure that the environment strongly supports them to move on to the next stage, such as moving on from crawling to walking and then climbing. They clap with delight when they achieve something for the first time. Staff praise them for trying, and this improves children's confidence and develops their self- esteem.

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About this setting

Children are encouraged to form highly positive relationships with leaders and staff. Families are welcomed into the setting, and leaders work alongside them to ensure that children attend regularly and on time, which improves their future life outcomes. All settling-in sessions are bespoke and tailored towards children's individual needs and emotional abilities. This helps children to thrive from a very early age and make excellent progress in their learning and development, including children with special educational needs and/or disabilities.

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Next steps

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

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About this inspection

The inspector spoke to leaders, staff, children and parents throughout 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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Address:

Scout Hut Headquarters, Fletcher's Field, Rectory Lane Angmering West Sussex BN16 4JU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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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