Puddle Ducks Nursery Salehurst

Puddle Ducks Nursery Salehurst

Unique reference number (URN): 2852482 Address: Parsonage Stable, Parsonage Farm, Church Lane, ROBERTSBRIDGE, EAST SUSSEX, TN32 5PJ Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2025 Registers: EYR, CCR Registered person: THE COMMUNITY NURSERY SALEHURST 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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Behaviour, attitudes and establishing routines Strong standard

Leaders create an extremely caring, positive environment where children fully understand behaviour expectations. Staff are particularly kind and respectful when they interact with children. They focus heavily on helping children to explain their emotions. Staff use books, puppets and other resources to help children see how behaviour and feelings change. Staff interact sensitively with children to help them feel calm and redirect them to activities when children feel ready.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well as there is a consistent, well-planned daily routine that is planned exclusively around children's needs. It is adapted appropriately around children's wishes and enables children with special educational needs and/or disabilities to fully take part. Staff use their in-depth knowledge of every child when organising the routine to take account of every child's interests and stages of development. Babies spend ample time with the older children to help build their social skills. Activities are adapted appropriately to help them take part. For instance, in the field, babies enjoy making marks with charcoal, while older children delight in planting strawberries. The interactions between older children and babies are kind, respectful and caring.

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Behaviour, attitudes and establishing routines Strong standard

During larger group sessions, younger children manage extremely well. They show interest and are keen to listen and take part. Staff make these sessions fun and engaging, and children show sustained interest. Older children play together exceedingly well. They clearly listen to one another, share ideas and form close friendships with their peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with parents to make sure children attend regularly and arrive on time so they can benefit from the full programme of learning.

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Children's welfare and wellbeing Strong standard

Leaders have comprehensive policies and procedures in place to support children's health and wellbeing. Staff implement these arrangements meticulously throughout the day, and there is a shared commitment towards keeping children safe. Staff are exceedingly vigilant when supervising sleeping babies and children.

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Children's welfare and wellbeing Strong standard

Key persons know their children extremely well. Meticulous planning means children follow routines that have been discussed and fully agreed with parents and carers. When needed, care routines are adapted sensitively for children with special educational needs and/or disabilities. This helps to ensure that children feel particularly safe and secure and confidently know what is happening next within the nursery routine.

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Children's welfare and wellbeing Strong standard

Staff promote children's healthy development exceedingly well and help children to learn about the importance of nutrition. At snack time, children talk confidently and knowledgeably about the fruits they are eating and why they are good for them. They explain how strawberries grow using a runner and take part in gardening activities to support this learning. As part of activities, children learn the importance of toothbrushing and why this is important for their healthy development.

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Children's welfare and wellbeing Strong standard

Children have many opportunities to learn how to stay safe. For instance, as the nursery is located on a farm, children learn the importance of hygiene and washing hands if they have touched the animals. Children recognise potential hazards as part of higher-risk outside activities. They fully understand the importance of following simple rules and recognise that the red signs mean danger. These strategies contribute fully towards children developing a solid understanding of how to stay safe and healthy.

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Achievement Expected standard

Children develop the important skills they need to become confident learners, and this prepares them well for the next stage of their learning. They show real interest in their learning and use their well-developed language skills to ask questions to find out more. From a young age, children become confident communicators. They ask questions and demonstrate an inquisitive, curious mindset. Younger children engage well during group discussion times and listen with real engagement. They follow the lead of their older friends and use their words easily to communicate.

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Achievement Expected standard

Children show increasing levels of independence. They develop these skills from a young age. For instance, 2-year-olds confidently put on their boots before going in the garden, with little support needed from adults. This 'can-do' approach supports children's learning and their obvious determination to succeed.

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Achievement Expected standard

Children use their mathematical skills confidently as they play. For example, they sort socks into matching pairs and use their number skills to retell the story of 'The Very Hungry Caterpillar'. Children show a real love of stories and listen with interest. They know stories well as staff re-read favourite stories regularly and use them to plan further activities. For instance, children thoroughly enjoyed recreating the story of 'The Tiger Who Came to Tea' with a pretend tea party.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve well from their starting points. They reach expected milestones because they receive support promptly and staff plan for their individual needs effectively.

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Curriculum and teaching Expected standard

Leaders and staff make full use of the countryside location to enrich children's learning within the natural environment. The recent developments to the outside area have significantly increased the variety and scope of learning that takes place outdoors. All areas of learning are successfully planned for, both inside and outside. The promotion of language starts from the youngest age. Staff form close attachments to babies and provide plenty of individual attention so that babies hear words clearly and learn to repeat them as they play. Staff working with older children build children's range of vocabulary as they explore different topics.

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Curriculum and teaching Expected standard

Staff are highly responsive to each child's learning needs. They use unplanned opportunities purposefully to support learning. For instance, when children say they would like to go and see the cows, a spontaneous walk to see them is organised. These experiences are deeply meaningful for children and become a favourite part of the day. Staff offer a very nurturing, child-led environment where every child's voice is listened to and valued. This helps to build children's sense of self and the emotional security they form with staff.

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Curriculum and teaching Expected standard

The countryside location offers many opportunities for children to be physically active. Babies and children benefit from plenty of fresh air each day and physical activity. Babies develop their mobility as staff provide gentle reassurance and resources that encourage them to reach out, pull themselves up, crawl and learn to balance. Older children use their large muscles to dig in the sand, fill and pour jugs as they play in the water tray, and climb and move in different ways.

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Curriculum and teaching Expected standard

Teaching is adapted appropriately to make sure children with special educational needs and/or disabilities benefit fully. Staff plan next steps that are challenging and appropriate for every child. This helps to ensure teaching is matched towards what every child needs and helps children to gain the skills they need for starting school.

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Curriculum and teaching Expected standard

Leaders know where some improvement is needed to ensure highly effective teaching becomes fully embedded. Very occasionally, not all interactions with children are used as well as possible to fully extend children's learning.

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Inclusion Expected standard

Leaders offer a fully inclusive environment and welcome every child into the nursery. From the moment children start, staff work closely with parents and carers to fully understand their personal needs and unique characters. The settling-in process is individual to what every child and parent needs so that each child settles at their own pace. Adaptations are made to practice to make all activities fully accessible and inclusive to every child. Extra help and support are given to children who may benefit from this to help them gain fully from each activity.

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Inclusion Expected standard

Staff monitor children's progress carefully and keep parents informed about what their child is learning and the progress they are making. Funding is used carefully by leaders to benefit children who need some extra help. Leaders work sensitively with families to identify those who may need some extra support. The accurate assessment process enables leaders to precisely identify what would help children most. This enables relevant support plans to be put in place when needed.

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Inclusion Expected standard

Leaders use their knowledge of child development skilfully to identify any gaps that may be emerging in children's learning. When children need some extra support, this happens quickly. Leaders liaise closely with other professionals to seek advice. They make sure that children who have special educational needs and/or disabilities and those who face other barriers to their learning receive the help they need at the earliest stage to help them reach their full potential.

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Leadership and governance Expected standard

Leaders place the children at the centre of all they set out to do. The nursery has only been open for less than a year, but leaders have already established a clear ethos and vision for the nursery. Leaders monitor the quality of provision closely. They are fully involved in the running of the nursery and have a precise overview of what is working well.

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Leadership and governance Expected standard

Leaders are highly reflective and demonstrate a clear commitment towards continuous improvement and high-quality provision. This accurate reflective process enables leaders to fully recognise aspects of practice they want to develop further, and they have clear plans in place to address this.

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Leadership and governance Expected standard

Parents speak very positively about the nursery and how much their children enjoy attending. They praise the levels of support they receive from staff and the welcoming, friendly environment. Opportunities are now being developed to involve parents more closely in their children's learning and the assessment process. Parent workshops have recently been introduced, but these are still at an early stage. They are, however, welcomed by parents. Systems to encourage parents to be more closely involved in the assessment process and understand how to support learning at home are not yet fully established.

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Leadership and governance Expected standard

Staff report how supported they are by leaders. Staff wellbeing is given high priority. The team members support one another well and there are clear arrangements in place to manage workload. Leaders plan relevant training for staff and support them to develop their professional skills. Unqualified staff embark on a full programme of professional training and are appropriately supported by senior leaders.

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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

Children are happy and settled. They take part in a wide range of engaging activities, inside and outside. Every child makes progress from their individual starting points, including children with special educational needs and/or disabilities and those who may face other barriers to their learning. All activities are planned carefully so that every child can take part. Overall, children develop a range of skills that support their future learning.

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

Children form trusting relationships with the familiar staff. Babies benefit from consistent staff who know them well and provide for their needs in a caring, gentle way. Children know staff will listen to them and respond to their ideas. They show confidence to say how they feel and what they would like to do, knowing that staff will respond. Parents and staff work closely together to fully understand each child's needs. Parents are warmly welcomed into the nursery and their contributions are valued.

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

Children become increasingly independent and make confident choices about where they would like to play. They manage their own needs competently, such as wiping noses, washing hands and getting ready for mealtimes. Children behave well. They are kind and gentle and show respect for others. Babies delight in exploring activities with other children. Older children are respectful of their younger friends and are very gentle in their interactions. This contributes well towards the homely, caring environment where every child is valued and enabled to thrive.

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

Children show resilience and confidence. They keep on trying when tasks are tricky and are keen to explore their own ideas. For instance, when children use painting pens for the first

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Address:

Parsonage Stable, Parsonage Farm Church Lane ROBERTSBRIDGE EAST SUSSEX TN32 5PJ time, they know they have to keep shaking them until the paint comes out. They do this for as long as needed and are delighted when they can make their own pictures.

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Address:

Children develop very positive attitudes towards learning and exploration. They recall information they have already learned and build on this through further discovery. For instance, children excitedly lift up the logs in the field when looking for minibeasts. They know they found them there before and are keen to look for them again so they can study the insects in detail.

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Address:

Children attend regularly as leaders work closely with parents to help them understand why this is important.

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Next steps

Leaders should continue to implement strategies to develop staff practice so that highly effective teaching and interactions with children become fully embedded across the team. Leaders should continue to develop partnerships with parents and carers to involve them more closely in their children's learning and development.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: THE COMMUNITY NURSERY SALEHURST LTD

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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