Amigos Multicultural Preschool

Amigos Multicultural Preschool

Unique reference number (URN): 2825715 Address: Cornerstone Community Centre, Church Road, Hove, BN3 2FL Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2025 Registers: EYR Registered person: Amigos Multicultural Preschool

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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 achieve extremely well across all areas of learning and are well prepared for the next stage in their education, including school. All children, including those with special educational needs and/or disabilities, those who are disadvantaged and those who speak English as an additional language, make rapid progress from their starting points. Children who arrive with little or no English quickly learn single words to communicate their needs, while others confidently build on their vocabulary and express their ideas in full sentences. Children strengthen their communication when answering questions, which deepens their understanding.

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Achievement Strong standard

Children become curious, confident learners who enjoy exploring the world around them. They develop excellent personal and social skills, learning to share, take turns and play kindly with others. Children understand simple rules. They show responsibility and independence as they tidy away resources, pour their drinks at snack time and hang up their belongings, for example. These essential skills give children a solid foundation for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a calm, respectful environment where expectations are clear and consistently understood. They promote attendance very well, working closely with families to ensure children arrive on time and benefit fully from routines that help them start the day positively. Routines are thoughtfully planned. For example, children join in with morning movement sessions to help them feel calm and ready to learn for the rest of the day. For children who face barriers to their learning or wellbeing, staff adapt routines and expectations sensitively. This means that all children feel safe, settled and able to participate.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly effective role models. They show patience, kindness and respect in every interaction and use age-appropriate strategies to help children learn positive behaviour. For example, they remind children to use 'walking feet' indoors, and show photos of the outdoor areas to prompt discussions about staying safe and being kind. Staff help children understand why kindness matters, talking about how actions make others feel. They praise children for sharing resources, taking turns and using polite language such as 'please' and 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

Children show wonderfully positive behaviour. They are friendly, kind and considerate towards each other. They share resources and take turns, and there is a real sense of belonging. For example, they wave goodbye and hug their friends as they leave to go home.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing sit at the heart of leaders' practice. They know children and their families incredibly well and use this knowledge to create a calm, nurturing environment where every child feels safe, valued and understood. Leaders frequently go above what is expected to ensure children are well cared for, both in and beyond the setting. For example, they welcome families warmly and offer extended settling sessions. This helps staff build excellent relationships and understand children's backgrounds, cultures and routines. Leaders also work closely with the local authority and community services to provide additional support for disadvantaged children when needed.

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Children's welfare and wellbeing Strong standard

Staff work extremely well as a team to build a complete picture of each child, including those with barriers to their learning or wellbeing. Tailored strategies, such as bilingual assistants and support from the local authority language service, strengthen children's home languages and help them communicate confidently and feel understood. Staff adapt daily routines sensitively so that children are able to move through the day calmly.

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Children's welfare and wellbeing Strong standard

Healthy habits are promoted consistently. For example, children learn about healthy eating, good hygiene and how to stay safe both in and beyond the setting. They learn about exercise through a range of physical activities. Staff help children recognise and manage their feelings through thoughtful discussions, movement sessions and simple language that supports them to name and understand their emotions. These experiences help children develop an excellent understanding of how to keep themselves healthy and well.

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Curriculum and teaching Strong standard

Leaders use their excellent knowledge of child development, the early years foundation stage and the needs of the community to design a high-quality, ambitious and inclusive curriculum. Staff work together to complete regular, effective assessments, and learning is clearly sequenced and builds securely on children's starting points.

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Curriculum and teaching Strong standard

Staff treat every part of the day as a learning opportunity. For example, children practise lining up when going outside, count their friends, note who is first and second and discuss rules and positive behaviour expectations. This strengthens their personal and social development well. Mathematical learning is woven naturally through activities, such as comparing butterfly sizes, counting to 10 when releasing them, and exploring and cutting different shapes during crafting.

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Curriculum and teaching Strong standard

Consistent high-quality interactions support children's communication and language incredibly well. For instance, staff narrate children's play, recast language and introduce vocabulary pitched to children's levels of development. Regular song and story times are active, engaging and well matched to children's interests. Staff use effective strategies, such as signing and visual prompts, to support all children, including those with barriers to their learning, to fully understand routines and access the curriculum confidently. Leaders organise bilingual assistants to strengthen children's understanding and communication in their home language and their learning of English.

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Curriculum and teaching Strong standard

Children build their small-muscle skills, with activities such as rolling and cutting play dough, using chunky pens, crafting and cutting increasingly complex shapes. Large-muscle skills are strengthened through morning movement sessions, running, crawling through tunnels and digging and scooping in sand in the garden, for instance.

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Inclusion Strong standard

Children's needs are identified swiftly from the moment they start. Leaders are highly proactive and committed to building close relationships with parents and carers to ensure they can get to know children incredibly well. For example, they are flexible and ensure that settling times are bespoke for each child, extending settling sessions for as long as needed. This helps leaders and staff work with parents to understand children's backgrounds and reduce any barriers early. Leaders and staff carefully observe and assess children's starting points. They use their excellent expertise to provide timely, targeted support for children, including those with special educational needs and/or disabilities, disadvantaged children and those who speak English as an additional language (EAL). For example, they arrange one-to-one support and carefully plan adapted routines and small-group sessions. This helps children to fully access the curriculum and feel calm and settled, and prepares them

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Inclusion Strong standard

very well for the next stage in their learning or transition to school.

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Inclusion Strong standard

Where children need additional support, leaders and staff work incredibly well with outside agencies, such as local authority inclusion services, social services, psychologists and health visitors, to shape children's support. Staff complete training to meet children's individual needs, such as speech and language training to support children, including those who speak EAL, with their communication and language. Funding is used thoughtfully to meet children's specific needs and interests, making a difference to their experiences and progress. Staff continually follow a cycle of assess, plan, do and review, ensuring strategies remain effective and responsive to children's needs.

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Leadership and governance Strong standard

Leaders have an excellent understanding of the setting. Their active involvement in the day- to-day running gives them a clear, well-informed view of its strengths and priorities for improvement. Leaders are highly reflective and work closely with the committee, who provide supportive and effective governance. They use their shared knowledge of the setting to make thoughtful, timely improvements that strengthen children's experiences and outcomes.

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Leadership and governance Strong standard

The staff team is well established, with a very low turnover. Staff speak highly of leaders, describing them as approachable, flexible and committed to their wellbeing. Workload is managed sensitively, and leaders create a culture where staff feel valued, listened to and supported. This positive environment means that staff work incredibly well as a team, sharing their high levels of expertise to support less experienced staff and to enhance children's education and care.

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Leadership and governance Strong standard

Professional learning is valued and leaders provide a wide range of development opportunities that meet children's needs, such as training around autism, communication and language, and supporting children's emotional development. This ensures that staff continue to develop specialist knowledge that benefits all children.

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Leadership and governance Strong standard

Relationships with parents and carers and the wider community are excellent. For example, leaders invest time in getting to know parents well, building trust and ensuring parents feel welcomed and involved. They work with the local church, shops and community groups to broaden children's experiences of the world around them. They also work incredibly well with the local authority and community services to ensure disadvantaged children and those with additional needs receive timely and effective support.

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

From their very first day, children and their families are warmly welcomed into this highly inclusive pre-school that celebrates and embraces diversity. Children, parents and carers benefit from thoughtfully tailored settling sessions that meet every child's needs. These personalised sessions help all children, including those who are disadvantaged, those with special educational needs and/or disabilities and those who speak English as an additional language, to feel confident, safe and content in the setting. As such, children walk in happily and confidently choose from a range of interesting activities. They settle into predictable routines, such as morning movement sessions, which support their wellbeing and help them start the day positively. Children who face barriers to their wellbeing benefit from carefully adapted routines that enable them to move calmly through the day. Children's regular

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

attendance is promoted well by leaders so that children benefit from all of the experiences on offer at the setting.

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

Children form excellent relationships with warm, nurturing staff who know them incredibly well. Children are invited into play, listened to attentively and engaged in conversations about their interests. This builds on their communication skills and helps them to feel valued. Children show high levels of curiosity and enjoyment as they learn together, such as when exploring the garden with magnifying glasses and proudly discussing what they find. They broaden their understanding of the world around them as they experience outings, such as trips to local shops, community events, parks and the beach. They learn about the butterfly life cycle, observing over time how caterpillars change to butterflies and discussing their shape and size, supporting their mathematical understanding. Children gather with excitement to release the butterflies, counting together and sharing a real sense of belonging.

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

Children thrive here. They achieve extremely well from their starting points, making excellent progress in their communication, language and social development. They learn to express their needs, build on their vocabulary and play kindly together. Children develop independence as they confidently choose activities, hang up their belongings, prepare their snack and tidy away after play times, for example. These skills prepare children wonderfully well for the next steps in their learning, including for school.

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Address:

Cornerstone Community Centre Church Road Hove BN3 2FL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Amigos Multicultural Preschool

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Next steps

Leaders should continue strengthening the setting's already successful work to remove barriers for children who need extra support, ensuring that this has a transformational and sustained impact on all children's learning, achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, 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.

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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. 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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