Kiddie Capers, Hassocks, Keymer Road

Inclusion: Strong standard

Leaders and staff monitor children's progress very effectively. They expertly support them, continuously assessing children's development and changing needs. Leaders provide a highly effective training programme that enables staff to have the precise skills to significantly enhance children's learning, particularly for those who face barriers to their learning. Staff's dedication and the passion that they bring to their roles enable them to significantly enhance children's learning. They provide daily feedback and regular reports to families. This helps parents and carers to be able to contribute to their child's routines and know how to help them in the home. Parents are invited into the setting for social events and to experience their children at play with other children.

Staff are committed to supporting children who may face barriers to their learning. They promote inclusion by celebrating and valuing the diverse family backgrounds of the children. This approach is highly effective in helping children and families to develop a sense of belonging. The setting's resources and toys reflect a range of diverse backgrounds. Children interact with toys that mirror their own identity, which helps them to feel valued and included. All children begin to respect and accept differences from a very early age.

Curriculum and teaching: Strong standard

The curriculum is extremely well designed. Staff skilfully adapt it to children's individual needs, including those who face barriers to their learning. Staff are fully invested in delivering teaching that inspires children through exciting play opportunities that motivate them to learn. They make thoughtful adaptations for the different ages of children and their stage of development. This provides children with the right support to achieve their next steps. Staff provide daily opportunities for children to experience outings into the community. Children wave at passers-by on the way to the park. Children's physical development is very well supported as they run around in the fresh air chasing bubbles and kicking balls. The inside environment supports the confidence and emerging walking skills of children who are yet to take their first steps very effectively.

Staff have clear ideas on exactly what it is they want children to learn. There is an excellent focus on supporting children's emotional health, social skills and communication. Children develop a love of books as staff weave stories and familiar rhymes into everyday routines. Books are taken with children on the daily outings into the community. Staff read these to children at every available moment. They expertly weave mathematics into children's play and routines as staff encourage even the youngest of children to count when singing. Children learn and repeat back the language of size, such as big and small.

Achievement: Strong standard

All children, including those who face barriers to their learning, make impressive progress from their starting points. Children demonstrate a highly enthusiastic 'can-do' approach to all of their learning. Babies squeal with joy and crawl to the next activity with the knowledge that something exciting is about to happen. Toddlers show a keen interest as staff invite them to join in activities, such as washing the babies. Children learn new language such as 'swish' and 'whoosh'. They call out the names of the staff and other children. Children delight in the praise they receive as staff celebrate their achievements, for example, when they put on their shoes for the first time or use cutlery to feed themselves. Children achieve small tasks, such as enjoying collecting the balls after they have finished playing with them. Children learn new skills independently, which boosts their belief in their capabilities and self-esteem.

Behaviour, attitudes and establishing routines: Strong standard

All children benefit from the firmly embedded routines. Staff have clear expectations for children's behaviour and adapt these for the age and stage of children's development. The daily repetition of familiar routines helps to ease children's, parents' and carers' anxieties. This is particularly so for those who find transitions challenging or who face other barriers to their learning. The highly effective key-person system supports the bonds that children form with staff, who know them so well. The carefully planned settling-in sessions allow staff to gather important information from parents, such as children's preferences with sleep and weaning routines. These routines are mirrored in the setting, which helps from the beginning to ensure a very positive transition. All children demonstrate enthusiasm in their learning, and their engagement in activities is consistently high. Staff are skilled at supporting children to increasingly manage their own feelings and behaviour.

Leaders are proactive in identifying and addressing any barriers to children's attendance. This helps to support children to benefit from the continuous care and enriching learning experiences. Staff are excellent role models. They are gentle and loving. Children very regularly go to them for cuddles and reassurance. Staff are tactile and extremely nurturing. They are skilled at working with the very youngest of children, including babies. Parents comment that they have 'peace of mind' when they hand their children over to such professional and responsive staff.

Children's welfare and wellbeing: Strong standard

Staff plan daily outings into the community to help promote children's mental and physical health. They promote children's welfare and wellbeing through individualised and sensitive care routines. Key persons provide reassurance and comfort to children when needed, such as when they are feeling tired or hungry. Children cuddle the staff and enjoy them joining in with their play.

Staff adapt routines to ensure that those children who face barriers to their learning are fully supported and included. They discuss feelings in an age-appropriate way. Staff react sensitively when children are feeling overwhelmed or missing their parents and carers.

All staff have completed training on how to keep children safe when they are eating and sleeping. There are systems in place to ensure that those children with dietary or medical needs are managed sensitively and safely. Children learn about keeping themselves safe as they cross the roads when on an outing and through the strict rules when eating. Staff use mealtimes to discuss healthy eating with children. Children are beginning to acquire the knowledge that they will need to make healthy choices. They learn how to wash their hands and faces. Staff ensure that all children receive privacy when they are nappy changing or undressing children. They consistently advocate respectful care in all routines.

Leadership and governance: Strong standard

There is superb oversight of the setting by leaders. There is a culture of professionalism and high expectations that is embedded throughout the setting. Leaders use self-evaluation through daily discussions with the staff and swiftly identify areas for improvement.

Leaders always make decisions in the best interests of the children and families. They firmly believe in and value their staff team, who they attribute the success of the setting to. Staff mention that there is a highly positive culture of teamwork, and they appreciate the hands-on approach of leaders, who regularly work alongside them. Leaders continuously strive for excellence and work closely with staff to identify training needs. This helps to embed and maintain the delivery of a quality curriculum for children. Staff appreciate the coaching and training that is provided, which helps to broaden their knowledge and expertise. They mention that their workload is manageable and that their wellbeing is high.

Parents and carers, including those who have children who face barriers to their learning, report that they are highly impressed with the leadership and staff team. Parents feed back that the dedicated leadership is responsible for helping their children settle, be safe and thrive in their learning and development. They feel that the communication and sharing of information is consistent and helps them feel very included in their child's early education.