Hopscotch Worthing

Inclusion: Strong standard

Staff use assessment arrangements meticulously well to accurately identify the learning and development needs of every child. Any gaps in learning are swiftly identified and leaders put relevant support strategies in place to ensure every child is fully supported. Staff know children well and adapt their teaching and activities to take account of each child's needs. For instance, signing is used particularly well to help children who are still developing their communication skills convey their needs. Older children use visual cues to help them understand the flow and routine of the day. This helps to regulate their feelings and prepares them exceedingly well for times of change.

All children, including those with special educational needs and/or disabilities, as well as those previously known to children's social care, receive highly effective support. Leaders, parents and other professionals work together collaboratively to make sure every child's needs are fully understood and planned for. Carefully planned strategies are agreed and help to ensure every child reaches their full potential.

Additional funding is used precisely and purposefully to enrich children's learning. Leaders purchase additional resources and invest heavily in staff training. These measures support staff in being able to meet the needs of all children.

Curriculum and teaching: Strong standard

Teaching is matched precisely to children's different interests and abilities. All activities are planned for with clear purpose and intention. Staff know clearly what every child needs to learn next, and they plan for this meticulously well. The programme of learning from one room to the next is planned for seamlessly.

Leaders place high priority on the development of children's language skills, particularly for children with special educational needs and/or disabilities, and those still developing language. Staff read stories using props and encourage children to use their words to tell the story. Resources are shared with parents and carers so this learning can continue at home.

Mathematics is intrinsically linked throughout the daily routine. For example, during games, such as hide-and-seek, staff actively encourage children to use positional language. There is relevant focus on planning for children's physical development. Indoors, children develop large muscle skills as they practise climbing on age-appropriate equipment. Furniture is chosen carefully so that younger babies have opportunities to pull themselves to standing to develop their core strength.

Staff have very successfully developed a programme to help children recognise their different emotions. Children clearly explain to staff how they are feeling and this builds children's confidence in learning how to take care of their own needs.

Achievement: Strong standard

All children, including those who are disadvantaged or have other barriers to their learning, make rapid progress from their individual starting points. Children engage in activities that enable them to become socially responsible. For instance, they carry out beach cleans and learn how to become consciously aware of environmental issues. Children confidently remind each other about not wasting paper and how to recycle items they have finished with.

Children become deeply engaged in their learning. For instance, they use small microscopes to study insects. They show fascination and correctly name different parts, such as antennae. Children absorb new information quickly and confidently recall the new facts they have learned.

Children's love of literacy is evident from a young age. Babies and younger children delight in exploring books and this enriches their development of language and conversation. These skills equip children exceedingly well with the skills they need for future learning.

Behaviour, attitudes and establishing routines: Strong standard

Staff use their in-depth knowledge to ensure every child reaches their full potential. Children demonstrate extremely positive attitudes towards learning. They show natural curiosity and an inquisitiveness to find out more. Children show kindness, respect and empathy for others. Older children form close friendships and play together happily.

Staff create calm, nurturing spaces where children feel secure. Children confidently ask for help in managing their feelings, as staff have taught them how to do this. For instance, when children say, 'I feel fizzy', staff know exactly how to respond and provide the relevant coping strategies.

The daily routine in each room is planned skilfully around children's needs. Younger children have ample time for sleep and quieter activities. Key persons work highly effectively with parents to understand each child's care needs so these can be implemented fully at nursery.

Children form trusting, secure relationships with the staff. Leaders make sure room teams are consistent so that any changes are minimal and do not impact negatively on children's emotional security. Staff follow consistent routines that help children to feel settled and know what is happening next. Leaders work sensitively with parents to help them understand the importance of regular attendance to support their child's development.

Children's welfare and wellbeing: Strong standard

Staff provide a safe environment for every child. This includes children with special educational needs and/or disabilities, and children who may face other barriers to their learning. Feeding and sleep routines are adapted skilfully for every child and regularly reviewed with parents and carers.

The key person system is highly successful in supporting children's wellbeing. Babies and younger children are settled to sleep by staff who know them well and understand their preferred routines. Younger children demonstrate how settled and secure they are. They look to familiar staff for reassurance, and staff respond in a warm, nurturing way.

Staff utilise every opportunity to support children's healthy development. From a young age, children learn the importance of toothbrushing to prevent tooth decay. Children experience the positive impact of exercise to develop a healthy body. They use active sessions to burn energy and then calmer sessions to regulate their breathing and emotions. During mealtimes, children confidently talk about foods that are good for them, and how these support healthy development.

Leaders take incisive action to help parents keep children safe when using digital media at home. They share extensive guidance and explain the possible risks. Staff record stories for children to listen to at home, so that technology can be used safely.

Leadership and governance: Strong standard

Leaders demonstrate a clear vision for delivering excellence in all areas. Since taking ownership of the nursery, they have worked tirelessly to thoroughly review what is working well, and where improvements are needed. Immediate, appropriate action has been taken in addressing the improvement areas. This has significantly enhanced the quality of practice embedded across the nursery. Parents note the positive progress that has been made, and praise leaders for the way in which the provision has developed.

Significant improvement has been made for children with special educational needs and/or disabilities. Robust, precise and accurate assessment arrangements mean children who need extra help with their learning receive this promptly. Gaps in children's development close at a rapid rate. This is due to the consolidated approach being taken to target help where it is most needed at the earliest stage. Funding is used exceedingly well to support the learning and development needs of individual children, so they all achieve well and reach their full potential.

Staff wellbeing is prioritised, and staff report how well they feel supported by leaders. Professional development is also given high priority, with in-house training focused on strengthening staff expertise and ensuring the curriculum reflects leaders' ambitions for all children.