Wonderland Day Nursery

Wonderland Day Nursery

Unique reference number (URN): 2874500 Address: Felpham Community Hall, Meaden Way, Felpham, Bognor Regis, PO22 8FA Type: Childcare on non-domestic premises Registered with Ofsted: 12/01/2026 Registers: EYR Registered person: Potter's House Preschool 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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Achievement Strong standard

Children are happy, curious and motivated. They demonstrate impressive levels of perseverance for their young ages. Children show a rapidly emerging love for exploring and learning. They become extremely confident and comfortable in the setting.

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Achievement Strong standard

Children develop their communication and language skills well. For example, they listen attentively and begin to say simple words. Some children can identify colours and show that they know their friends by repeating their names. They develop valuable social skills as they play alongside their peers and are learning to share.

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Achievement Strong standard

Children progress well in their learning and are developing their independence. This helps to ensure that children have the skills they need as they prepare to leave the under-2s unit and move on in their education.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impeccable. The atmosphere is calm and peaceful. Staff teach children how to be kind and respectful towards each other. They work with children to help them to understand the concept of turn-taking. Children have a positive attitude to their learning, and they relish every opportunity with great excitement. Staff are constantly praising children and recognising their efforts. Children show pride in their achievements and confidence in their abilities, as a result. They show they feel happy, safe and secure in this setting.

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Behaviour, attitudes and establishing routines Strong standard

Children follow routines with ease, which helps them develop their independence well. For example, children know to move over to the eating area when reminded that it is snack time. They happily cooperate with washing their hands with their own wet cloth when instructed. Leaders have built positive relationships with parents. They keep a record of attendance and encourage parents to use different platforms to notify them of their child's absence. Leaders understand why it is important to monitor any instances of absence.

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Children's welfare and wellbeing Strong standard

Staff prioritise the wellbeing and welfare of children and their families. They work closely with families to ensure children are consistently supported and their individual care needs accommodated. This helps staff to provide excellent care to all children. For example, staff work with families on weaning, toilet training and sleep routines. Staff receive training on safer sleeping routines, and they follow a robust procedure to ensure all the children are safe during this time.

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Children's welfare and wellbeing Strong standard

Staff provide a safe space for children that allows them to learn, play and socialise. Staff successfully embed a structured routine, which allows children to develop healthy habits. For example, children go outside daily and eat healthy and nutritious foods. Staff quickly meet children's self-care needs. Children are learning social skills. They play alongside each

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Expected standard

other and eat together. Children have many opportunities to go outdoors, either to play in the private garden or go out into the community. For example, they visit the library, beach and local parks. Children benefit greatly from new experiences and learning about the world around them.

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Curriculum and teaching Strong standard

Leaders have developed their own unique curriculum, which covers what they want children to achieve by the time they leave their setting. This curriculum is ambitious, covers all areas of learning and helps children build on what they already know. Clear and focused aims for all children include being able to understand simple instructions, kick or throw a ball and to show empathy. Staff teach early mathematical skills, such as counting, and recognising shapes and colours. Staff have high expectations of the children in their care. Children are progressing well in their learning and development.

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Curriculum and teaching Strong standard

The teaching is highly effective, and there is a clear focus on children's communication and language development. For example, the staff lead a daily activity; 'The rhyming bag'. Together, staff and children repeat well-known nursery rhymes, while doing the actions. Children love these experiences and thoroughly enjoy joining in while holding related props. Staff ably support children's communication skills by using clear language, ensuring they maintain eye contact and repeat words. Children have good listening and attention skills and they focus on activities for an appropriate amount of time.

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Curriculum and teaching Strong standard

Children develop their curiosity in this enabling environment. Staff are well trained and experienced with working with very young children. They observe children regularly and complete reviews on children to ensure that progress is being made. They share these effectively with parents. Each child has an individual next step that is appropriate for their age and stage of development. For example, children are set physical development goals, such as to pull themselves up using the furniture. Children are being supported to build their knowledge and skills over time and are developing well.

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Inclusion Expected standard

When concerns in children's development occur, leaders observe children closely to monitor their progress. Staff receive support from highly skilled colleagues who lead the work to support children with special educational needs and/or disabilities within the wider company. Leaders and staff implement appropriate and effective strategies to support children. However, they are not fully consistent at communicating with other relevant professionals to ensure that children benefit from the the full range of support available at the earliest opportunity.

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Inclusion Expected standard

Leaders and staff have high expectations of children and work hard to reduce barriers in their learning. For example, children who speak English as an additional language make good progress. Staff work with families to provide support for these children. They focus on teaching the English language, and staff also make effective use of key words in children's home language. Staff use visual aids, such as props and simple signs, to help communicate with all children. For example, staff sign 'nappy' when it is time for a nappy change. Children progress in their development, especially in communication and language development.

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Leadership and governance Expected standard

Leaders have a clear vision for the setting and are driven to continually improve. For example, leaders have successfully implemented a new curriculum. They receive regular feedback from parents, and they adapt their practice to support them further. Leaders are extremely supportive of the staff. They provide regular supervision meetings to discuss workload, wellbeing and children's progress. The staff feel extremely well supported by leaders and say they love working in this setting. All staff are very professional. They want to improve their knowledge and experience to ensure the quality of the provision is at the highest standard. They access relevant face-to-face and online training. For example, staff have undertaken training to meet the needs of the children, in areas such as supporting children's behaviour and specific baby development.

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Leadership and governance Expected standard

Overall, leaders ensure that barriers to children's learning are removed and their individual needs are understood and met effectively. However, there are some inconsistencies in the arrangements to seek advice and support from other relevant agencies to consider potential delays in children's development. Partnerships with parents are very effective. Parents feedback that they are 'absolutely thrilled' with the care provided for their children. They are fully supported and receive lots of communication regarding their children's development. Staff work closely with families, and staff at other settings, to help children transition to and from the setting. For example, they provide home visits and setting visits. Leaders have plans to provide sessions to provide parents with information and guidance, for example first-aid training.

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

Leaders and staff provide a warm, calm and spacious environment for children under 2 years of age. Children happily leave their parents and are welcomed with smiles, affection and praise by staff. Children settle quickly at their chosen activity with the staff close by to support them. For example, children construct with the 'coloured light' bricks and discover the ball pit. They explore confidently and are curious about the resources provided. Children show they feel happy, safe and secure within this setting. They have a sense of belonging as they play alongside their peers and adults.

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Address:

Felpham Community Hall Meaden Way, Felpham Staff are highly skilled and trained to meet the needs of the children in their care. For example, they create an enabling environment each day, which supports the children's development. This unique setting provides very effective care for these young children. It offers opportunities for children to achieve in all areas of their learning. There is a clear and successful focus on communication and language development, personal, social and emotional development and physical development. Every learning opportunity is relevant to the age and stage of the children. Staff plan specific activities effectively to meet each child's individual needs in development. This allows children to flourish and thrive.

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Address:

Leaders provide opportunities for the children which they may not normally have access to. For example, children attend the local farm, library and church. Staff offer regular music and movement sessions, which brings the children much joy. Children enjoy these new prospects and learn to explore the community safely.

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Next steps

Leaders should enhance the arrangements to communicate with relevant professionals and specialists to address any emerging gaps in children's learning or development at the earliest opportunity.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator 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. Bognor Regis PO22 8FA Type: Childcare on non-domestic premises

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About this inspection

Registered person: Potter's House Preschool Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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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