Wrap Nursery

Wrap Nursery

Unique reference number (URN): 2830966 Address: 8 Frederick Place, Brighton, BN1 4EA Type: Childcare on non-domestic premises Registered with Ofsted: 14/03/2025 Registers: EYR, CCR, VCR Registered person: Wrap Play 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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Inclusion Strong standard

All children are warmly welcomed into this inclusive setting, where staff ensure every child feels valued, understood and able to participate fully. Children with special educational needs and/or disabilities are supported through well-planned, targeted interventions that help them feel safe, ready to learn and confident to explore. Staff use children's individual interests to provide personalised support, helping children settle into their day and engage positively with routines and activities.

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Inclusion Strong standard

Leaders train staff to understand what support is needed for individual children, enabling staff to confidently implement strategies and adapt practice. This ongoing professional development ensures staff develop the knowledge and skills to support all children.

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Inclusion Strong standard

Children with barriers to their learning, including those known or previously known to children's social care, benefit from purposeful interventions that promote their development. Leaders ensure funding is used effectively to enhance opportunities for these children, investing in resources and staff training. For example, staff have received training to support children's emotional needs and build their resilience.

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Inclusion Strong standard

Staff work closely with families, building trusting relationships and ensuring parents feel supported and involved in their child's journey. Through consistent communication, families develop an understanding of how shared approaches support their children to learn and thrive. As a result of this targeted and sustained support, children make rapid progress from their starting points and are ready for their next steps in learning.

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Achievement Expected standard

Children make steady progress across all areas of the curriculum and develop skills they need for their next stage in learning. Children with barriers to their learning make rapid progress. All children become increasingly independent as they move through the setting. Babies begin to use simple signs to express their needs, while older children confidently communicate when they feel tired or need to go to the toilet.

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Achievement Expected standard

Children strengthen their physical development through active play. Babies are supported to move in different ways, such as crawling and supported walking. Toddlers climb steps and slide down ramps on the indoor climbing frame, building coordination and confidence. The oldest children play energetically on the soft-play structure and take part in weekly yoga sessions to develop balance and control.

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Achievement Expected standard

Social development progresses steadily. Babies gently explore each other's faces, toddlers offer toys to their peers, and pre-school children play cooperatively, sharing ideas and negotiating roles. These growing social, physical and independence skills ensure children are well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally well behaved and show understanding of simple behavioural boundaries. Leaders have high expectations of children's behaviour. They support staff to offer praise and encouragement, which helps children to learn what is expected of them. However, this is not consistent across all staff interactions. Although staff are warm and friendly, they do not always use their knowledge of behaviour management to support children to understand what is expected of their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with their peers and enjoy playing together. Staff are attentive and supervise children closely, supporting them to interact, share and communicate. Children learn to take turns through simple ring games such as 'The Farmer's in His Den', developing early cooperation skills. Practice is adapted for children with barriers to their learning, who are supported to understand boundaries and routines appropriate to their developmental stage.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well in activities, particularly the more structured experiences, where they remain focused for longer periods. Staff help children to understand daily routines, and children respond positively to this structure.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored closely. Staff follow up with parents when children do not attend and support families to understand the importance of consistent routines and regular attendance. This helps children feel secure, settle well and benefit fully from the learning opportunities available.

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Children's welfare and wellbeing Expected standard

Staff complete regular risk assessments across the setting to ensure children's safety. Indoors, they check that the soft-play structure is free from hazards and in good repair. Outdoors, staff assess the area before children enter, ensuring the space is safe, secure and suitable for play and exploration. Children's wellbeing is promoted through regular access to outdoor space, where they can be physically active and enjoy the wonders of nature.

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Children's welfare and wellbeing Expected standard

Staff are attentive to all children's personal care needs, ensuring they are clean, dry and comfortable throughout the day. When children go outside, staff make sure they are wearing sun cream and appropriate clothing. Water is offered regularly, particularly during periods of extreme weather, helping children to stay hydrated and healthy. Staff ensure that children who may need a little more support receive the attention they need.

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Children's welfare and wellbeing Expected standard

There are some instances where hygiene and tidiness are not prioritised. Toys are occasionally left in walkways, and aprons that have been used for painting are sometimes found on the floor. Leaders recognise these inconsistencies and are working to ensure all staff uphold the same high standards of hygiene and organisation. Mealtimes are well supervised. Staff ensure children's food is safely prepared for their stage of development, and children enjoy nutritious meals that support healthy growth. Staff create a calm sleep environment and help children to settle, although there is some inconsistency in how sleep routines are managed. Leaders are aware of these variations in practice and have plans in place to strengthen staff development, although the impact of the work is not yet evident.

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Curriculum and teaching Expected standard

Staff plan an environment with lots of opportunities for independent play and learning. The curriculum is organised so that children progressively build new skills and knowledge as they move through the setting. In the baby room, staff read stories and encourage babies to explore the textures in sensory books, supporting early communication. Older children learn that print carries meaning, using simple checklists to record natural items they find outdoors.

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Curriculum and teaching Expected standard

Staff know their key children's development stages well. However, this knowledge is not always used precisely enough to extend learning and build on what children already know and can do. For instance, when children paint using stampers and large brushes, those with more refined fine motor skills are not consistently supported to develop their mark making using smaller tools or to make more controlled purposeful marks. As a result, children do not consistently receive the level of challenge they are ready for.

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Curriculum and teaching Expected standard

Staff ensure that children with special educational needs and/or disabilities or those who have barriers to their learning are fully included in all aspects of the curriculum. They support them to join outings and participate in group activities. Staff ensure all children are supported sensitively so they can actively be a part of their peer group.

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Curriculum and teaching Expected standard

Leaders have a thorough understanding of the curriculum and where practice could be strengthened. They have clear plans for staff training to enhance teaching skills, ensuring the curriculum continues to improve and supports all children to make more rapid progress.

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Leadership and governance Expected standard

Leaders have guided staff through a period of change, including a recent shift in leadership and adjustments to staffing. They have analysed current practice closely and developed clear plans to support the setting's improvement. This demonstrates a commitment to staff professional development, although this work is in its early stages and is not fully evident in day-to-day practice.

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Leadership and governance Expected standard

Leaders show precise oversight of the setting and have the support they need to implement their plans effectively. Staff are now receiving more regular opportunities for supervision and meaningful feedback about their practice. Staff report that they are beginning to see positive changes, and overall they feel supported in their roles. Leaders have gained the support of other professionals to further support staff practice. Staff receive training and feedback that help them to develop their skills.

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Leadership and governance Expected standard

Training is targeted to individual needs and interests. Staff access professional qualifications and specialist training, such as supporting children's emotional regulation, which strengthens the quality of the provision. Leaders work effectively with other professionals to ensure that children with special educational needs and/or disabilities, those known to children's social care or those with barriers to learning receive the support they need.

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Leadership and governance Expected standard

Parents report that leaders communicate well with them and provide regular feedback about their children's development. This helps families feel informed, involved and confident in the care and education their children receive.

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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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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary 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 arrive at this setting eager to begin their day, greeted by warm, welcoming staff who help them settle quickly and confidently. The environment is calm and inviting, where children feel confident to choose from a wide variety of resources and activities. Some children immerse themselves in imaginative role play, dressing up as their favourite characters. Others choose to construct train tracks and climb on the indoor climbing frame, developing coordination, balance and early problem-solving skills.

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

Children in all the age groups enjoy daily access to a large soft-play structure, where they climb, slide, crawl and jump. These experiences support physical development, helping children understand how their bodies move while building strength and confidence. The outdoor area is a short walk from the main building and offers a safe, enclosed space for children to play and explore in. Children observe nature, grow plants for food and engage in energetic physical play. Additionally, they experience a wide range of outings, for example to the local beach and museum. These experiences support children to be interested, curious and ask questions to deepen their knowledge of the world.

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

Children enjoy sociable mealtimes. They sit with their peers, share conversations and eat a nutritious plant-based menu. Children learn independence skills. Staff support children to feed themselves, pour their own drinks and manage simple routines independently. These moments build confidence and self-help skills that prepare them for future learning.

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

Children experience warm and caring relationships with staff, who offer reassurance and respond sensitively to children's individual needs. For example, they notice when children need support to join in and they help them to navigate friendships. Staff are attentive to babies' needs, supporting them through their individual routines and giving comfort as needed. This nurturing approach ensures children feel secure and ready to explore.

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Next steps

Leaders should support staff to apply behaviour expectations and routines consistently so that children receive clear, predictable guidance that supports their wellbeing. Leaders should support staff to use their knowledge of child development more precisely when planning and delivering activities, ensuring that teaching consistently builds on what children already know and can do.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator, the designated safeguarding lead 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

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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 - 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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Total number of places

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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