Barn Owls Pre-School
Barn Owls Pre-School is a day nursery in Etchingham for children aged 2 to 4, with 30 registered places. Ofsted report card, 15 January 2026: Strong standard in 3 areas, Expected standard in 3 areas; safeguarding standards met.
Etchingham Primary School and Nursery, Parsonage Croft, Etchingham, TN19 7BY
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 2 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 30 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 19 February 2015 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:15
Source: Ofsted report, inspection on 15 January 2026
Who runs it
Barn Owls Pre-School is run by Barn Owls Etchingham Pre-School Committee (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Strong standard
- Children's welfare and wellbeing: Strong standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 15 January 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Leaders and staff have created a nurturing and inclusive setting in which children's development and learning flourishes. There is a positive focus on supporting children's emotional needs. Staff use their skills effectively to play alongside children and offer a warm and meaningful approach, particularly for those children who are new to the setting or are struggling with transition. Children respond well to this and demonstrate that they feel safe and secure from a very early age. They behave well and have excellent attitudes to their learning. For example, children of all ages quickly become motivated in their learning. The setting's routines support children's understanding of what is about to happen next effectively. Children's emotional wellbeing is at the forefront of the curriculum, and leaders and staff believe this is the foundation for all learning.
Children with special educational needs and/or disabilities and those children with emerging needs make significant progress from their starting points. Staff work with families and outside agencies to provide targeted intervention for children who are at risk of falling behind. Consequently, those children who face barriers to their learning are fully included and well prepared for the next stage in their education, such as going to school.
Leaders actively promote children's good attendance. Parents are provided with information that explains the importance of regular attendance on children's future outcomes. As a result, children arrive at the setting on time, and their attendance is good. Leaders are reflective and make continuous improvements to enhance children's experiences. For example, since their last inspection, leaders and staff have transformed the outside area to entice children to play and learn. Staff have given special consideration to ensuring that children can access all areas of learning in this space. This supports the learning of all children effectively, but particularly those who prefer to learn outside.
What Ofsted found in each area
Inclusion: Strong standard
Leaders and staff know the children and families well and use this knowledge to shape an inclusive environment that responds well to children's specific and individual needs. Staff provide a wealth of opportunities for those children who face barriers in their learning. They engage in additional training programmes to ensure that children's needs are fully considered and met. For example, staff are very aware that children have different learning styles, and they adapt their approach accordingly. Younger children are provided with a large variety of well-planned activities that excite and motivate children to learn. Older children are set more complex problem-solving tasks during activities that are well suited to their age and stage of development.
Leaders use any additional funding to focus their support for children in specific areas, such as understanding emotions. Staff use resources such as puppets for children to begin to identify and deal with their feelings more effectively. They deploy more staff across the setting so that children benefit from individualised attention. This helps children to feel less overwhelmed as staff have the time to implement strategies that help children positively deal with changing situations.
Staff work alongside families to include them in their child's educational journey. They observe and assess children's progress and areas for improvement. Parents are provided with regular detailed feedback about children's development and what parents may do at home to support the continuity of care. Staff work with other agencies to provide effective strategies that meet the needs of individual children.
Curriculum and teaching: Expected standard
The curriculum is balanced and covers all areas of learning effectively. Staff have a solid understanding of what leaders want children to learn. Children enjoy a breadth of learning experiences, particularly in mathematics. For example, all children, including very young children, use mathematical language in their learning. Children use their fingers to count out objects, and staff expertly challenge them on what they know, which consolidates their learning. Staff introduce stories, rhymes and songs to support children's language skills. They give children plenty of time to respond during discussions. This helps children to feel listened to and supports their confidence in speaking in front of others.
Staff ensure that children have opportunities for enhancing their physical development, such as during outside play, where children enjoy running around in the fresh air. Children develop strong bonds with staff and other children. They are confident, with high self-esteem, and develop a sense of belonging.
Generally, staff understand what they want children to learn next, but some staff's understanding of how to implement the curriculum through their teaching is not yet fully embedded. As a result, there are times when some children do not always receive the same learning experience as others, which can limit what children are capable of learning. On occasion, some children are overlooked and not always consistently supported to fully participate. Despite this, children's overall involvement and enjoyment during activities is positive.
Achievement: Expected standard
Generally, children achieve well across all areas of learning. For example, older children enjoy and benefit from problem-solving activities. They are beginning to understand concepts such as prepositions of time and place. They delight when staff praise them for the successful understanding of 'next to', 'in front' and 'behind'. Younger children demonstrate a high sense of achievement when remembering that baby sheep are called lambs and make a 'baa' sound.
All children progress well in their communication skills. They show that they are articulate and confident talkers as they chat with the staff and their friends. Children move between activities with growing confidence. They show that they can manage transitions and familiar routines.
The achievements of children are celebrated. They show growing independence and pride in their accomplishments. For instance, children proudly show staff their writing skills and say, 'Look. That's my name!' They independently look at books, which help them to develop their literacy skills.
Behaviour, attitudes and establishing routines: Strong standard
The setting is a happy and safe place. Children develop respectful and warm friendships with other children and with the staff who care for them. They are consistently kind and considerate towards each other and the environment. Staff swiftly recognise when children become overwhelmed, and they find ways to help children regulate their feelings and behaviour, such as using stories and puppets and through discussions. Staff teach children to resolve conflict and consider the thoughts and feelings of others. The whole-setting approach creates a calm and constructive learning environment effectively, where children thrive in their learning and emotional development. Targeted adjustments for those children who have special educational needs and/or disabilities have a significant impact on their sense of belonging and positive self-esteem.
Staff are aware of the importance of establishing routines to help children to feel safe and to develop an understanding of what is happening next. For example, children know that the sound of ringing bells indicates that a group activity is about to start. Even the youngest of children respond with excitement and anticipation. Staff adapt the type and length of activities to consider each child's age and stage of development. This has a positive impact on children's behaviour and motivation and results in willing engagement.
Leaders and staff have high expectations for children's attendance. They regularly share information with families to ensure that parents understand the importance of consistent and regular attendance and the significant connection between establishing routines and children's positive future outcomes.
Children's welfare and wellbeing: Strong standard
Leaders and staff know the children extremely well. They develop strong and loving bonds with all children. The setting's key-person approach enables staff to continually meet each child's learning preferences and needs. Staff create a mixture of environments where children find calm and quiet, along with more lively areas where children enjoy running, balancing and climbing in the fresh air, which helps to develop their physical and coordination skills. Children can independently choose from a large range of stimulating activities, such as growing and nurturing plants and using their problem-solving skills and imagination in the 'Potion Station'.
Leaders are aware that some children may not have access to the same play and learning experiences as other children. Consequently, they provide additional opportunities that some children may not have experienced before, such as meeting large farm animals and having a visit from the fire service.
Staff engage extremely successfully with children to help them to understand the benefits of healthy eating habits. They teach older children about food groups, such as proteins and carbohydrates. Younger children learn that apples can be different colours and eating them can make you become 'big and strong'. Staff ensure that mealtimes are sociable occasions, which supports children's conversational skills. They use routines such as this to remind children to eat sensibly and safely. Children comment that they must chew their food or 'it can get stuck'. Children are beginning to develop a basic awareness of how to keep themselves safe.
Leadership and governance: Expected standard
Leaders have a clear vision for continuous improvement. They have a secure understanding of the setting's strengths, and regular reflection helps them to identify areas for improvement. This enables staff to meet children's needs to a high standard and ensure that children's welfare and emotional security is at the heart of all that they do.
Parents provide extremely positive views on the setting, and leaders and staff actively encourage parents' participation and feedback. Staff feed back that leaders are extremely supportive and that their wellbeing and welfare is nurtured. Staff have continuous opportunities for professional development, which positively enhances children's learning and care. For example, staff have participated in an advanced course to provide targeted support for children who have special educational needs and/or disabilities and for other children who may face barriers to their learning.
Leaders, and those who hold governance, have recently taken swift and effective action to address weaknesses in the recording and consequent actions following safeguarding concerns. This means that where there are concerns raised about children, these are immediately referred in line with local reporting arrangements to ensure the safety of children.
What the setting must and should do next
The provider should:
- Leaders should ensure that all children are consistently encouraged to join in and benefit from staff's effective teaching at all times.
- Leaders should provide staff with the knowledge and skills to implement the curriculum to a higher level.
Ofsted's words, from the report on the inspection on 15 January 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Puddle Ducks Nursery Hurst Green - Day nursery, Hurst Green TN19 7PL, 39 places, 1.9 miles
Schools nearby
- Etchingham Church of England Primary School - Primary, under 0.1 miles