The Co-Operative Childcare Sussex

The Co-Operative Childcare Sussex

Unique reference number (URN): 2886063 Address: Childcare Centre, University Of Sussex, Southern Ring Road, Falmer, Brighton, BN1 9BT Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2026 Registers: EYR, CCR Registered person: Places For Children (PFP) Limited

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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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Leadership and governance Strong standard

The new leadership team has made a very positive impact. Leaders are especially insightful and have quickly identified what is working well in the nursery, and where further development is needed. Comprehensive, highly focused action plans are now in place that reflect the leadership team's high expectations. While the full impact of the new leadership team's work is still becoming embedded across the setting, leaders have clearly identified the areas that need to improve, including the quality of outdoor interactions and the organisation of transitions, and are taking precise and targeted action to address these.

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Leadership and governance Strong standard

Leaders have worked extremely hard in building positive, trusting relationships with parents. They are highly committed towards understanding what every family needs, and provide a service that is precisely matched to individual need. For instance, when parents reported challenges in supporting children's attendance, leaders worked together with parents to address this effectively.

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Leadership and governance Strong standard

Leaders make well-considered decisions about changes they wish to implement. They prioritise the needs of children, staff and families and support staff in making the necessary changes. For instance, the recent increased provision for learning outside has been introduced to improve the learning experiences of every child, especially those who prefer more active play.

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Leadership and governance Strong standard

Staff confirm there has been significant improvement in how their wellbeing is managed. They say they feel more supported and that leaders are accessible, visible and approachable. Leaders have created stronger pathways for professional development and progression and staff feel valued and listened to.

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Achievement Expected standard

Children develop the skills they need to support their future learning. They make positive progress across all areas, particularly in their communication skills and their social development. All children, including those who speak English as an additional language, develop effective communication skills. They confidently ask questions, and engage in conversations with adults and children. Children participate confidently in group discussions. They listen to stories that focus on different behaviours and emotions. This helps them learn to understand the needs of others. Children with special educational needs are given the tools they need to support their effective communication.

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Achievement Expected standard

Children learn how to behave responsibly and become aware of factors such as taking care of the planet, reducing waste and growing their own fruits and vegetables. Children who are known to be more disadvantaged, or face other barriers to their learning, achieve well from their individual starting points. This helps to ensure that every child is prepared well for starting school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents to support children's regular attendance. They are sensitive to parents' individual needs and offer support, when needed, to those families who may need some additional help.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for every child. Older children learn to share, take turns, listen to others and negotiate as they play. Incidents of unwelcome behaviour are dealt with quickly and effectively. Leaders work hard to support children who may need some additional help in managing their behaviour and actions.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and treat children with kindness and respect. Staff use strategies that are clearly understood by the individual children, and that are adapted appropriately for children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Children play together happily. Staff interact with them respectfully and offer high levels of praise and positive attention. This helps to build children's self-esteem and feelings of self- worth.

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Behaviour, attitudes and establishing routines Expected standard

Overall, routines are planned well around the individual needs of babies and children. Very occasionally, transition times are not organised sufficiently well. During these times, the quality of teaching slips slightly and children become less engaged in their learning for short periods.

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Children's welfare and wellbeing Expected standard

Leaders provide a homely, nurturing and caring environment for every child. Staff work closely with parents to agree care routines that are matched precisely to every baby's and child's needs. Staff share regular information with parents to help them feel fully informed about their child's day. Parents praise the way in which staff understand their child's individual care needs, especially babies, and children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Leaders work hard to implement strategies to support children's care and wellbeing. For example, a specific programme teaches older children how to respond in an emergency and summon help. The nursery garden is used well to support children's physical and mental health. Staff organise a careful balance of active physical games, combined with opportunities to support children's wellbeing. For instance, staff teach children deep breathing techniques to help regulate their emotions and heartbeat. Children have daily opportunities to practise larger movements, such as climbing, digging and balancing, to support their healthy development.

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Children's welfare and wellbeing Expected standard

Children's dietary needs are managed well. Staff sit directly with children when they eat to ensure they are always fully supervised. Children benefit from healthy, nutritious and nourishing home-cooked meals. A thorough checking process is in place between kitchen staff and room staff to make sure every child's dietary needs are always catered for and clearly understood.

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Curriculum and teaching Expected standard

There is a clear curriculum in place that covers all areas of learning. It is adapted for all children, including those who have special educational needs and/or disabilities or those who need extra support with their learning. Staff promote children's language from a young age to build the foundations for future learning. Babies enjoy many songs and stories. They listen attentively, and older babies confidently recognise story characters when they see them on puzzle pieces.

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Curriculum and teaching Expected standard

Staff introduce children to numbers and counting through daily songs and practical activities. Staff help children practise counting and simple mathematical problems as children work out how many chairs are needed, for example when getting ready for lunch.

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Curriculum and teaching Expected standard

Leaders monitor the impact of the curriculum carefully. Staff now use the outdoor area more frequently to enable children to benefit from learning opportunities inside and outside. This has had a positive impact on addressing some behavioural issues, but the range of learning experiences outside do not always match the quality of those provided inside. Occasionally, staff watch over children, rather than using high-quality interactions to support highly effective teaching.

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Curriculum and teaching Expected standard

Staff help children manage their emotional needs effectively. Physical activities are planned regularly to support children's healthy development. Yoga and mindfulness sessions teach children how to feel calm and promote their wellbeing.

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Curriculum and teaching Expected standard

The curriculum is used effectively to teach children about different cultural events and to help children celebrate their own unique qualities and family heritage.

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Inclusion Expected standard

The new leadership team has clearly prioritised getting to know each family, so they can fully understand and plan for every child's needs. Staff work closely with parents to plan a programme of learning that is personal to every child. When children need some extra support, this is identified quickly. Leaders and staff work collaboratively with parents and other professionals. They agree strategies together that will best support each child to reach their full potential. Additional funding is used extremely carefully to make sure every child receives the support they need. Staff benefit from specialist training. Leaders review the range of activities and experiences they offer at nursery to ensure they are accessible to every child.

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Inclusion Expected standard

Leaders work sensitively with families when children are known to be more vulnerable to offer targeted, ongoing support. Any potential barriers to children's learning and attendance at nursery are quickly identified. This means that leaders and parents work supportively together.

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Inclusion Expected standard

Children benefit from learning experiences that are planned carefully around their individual needs. Leaders ensure that children with special educational needs and/or disabilities, and those who are known to be more disadvantaged, make positive progress from their starting points, particularly in their social skills and their language development.

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

There is a busy, purposeful atmosphere evident throughout the nursery. Babies and younger children show how safe and secure they feel. They follow routines which are generally well planned around their individual needs. Children form positive, trusting relationships with the staff. Staff know the children well. Leaders make sure that room teams are consistent and that each child's personal needs are fully understood. This helps towards ensuring every child feels safe and secure at nursery.

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

Children benefit from a well-planned range of activities to support their development well. Babies' emotional needs are planned for carefully so they feel safe to explore and participate in new activities. Staff encourage children's natural curiosity to learn and explore. There is clear progression for children from one room to the next. Older babies become competent in feeding themselves and making independent choices. Two-year-olds use their well-developed independence to manage simple tasks, such as putting on their coats before going outside to play. Staff nurture children's inquisitiveness and encourage them to ask questions and want to find out more. Every child is valued and included, and staff plan the timetable of activities to meet every child's needs.

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Address:

Childcare Centre University Of Sussex, Southern Ring Road, Falmer Brighton BN1 9BT

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Address:

Type: Childcare on non-domestic premises Children are well prepared for starting school. They develop close relationships with their peers. Groups of children play together happily, sharing and taking turns. Older children know right from wrong and are confident to approach staff when they need some extra support.

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Address:

In the main, children are engaged in purposeful learning activities, and they develop positive dispositions to learn. Each child makes progress from their individual starting points. This includes children with special educational needs and/or disabilities, and children who may face other barriers to their learning. Any gaps in children's learning close, and this supports them effectively for their future learning journey.

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Next steps

Leaders should ensure that staff use high-quality interactions with children during outside activities to match the quality of learning experiences planned for children inside. Leaders should strengthen practice to make sure transition times are organised effectively and do not disrupt children's learning.

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About this inspection

The inspector spoke with leaders, staff and children 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. Registration date: 27/02/2026

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About this inspection

Registered person: Places For Children (PFP) Limited

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About this inspection

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

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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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