Pumpkin Patch Nursery Church Road Hove

Inclusion: Strong standard

Leaders create supportive systems that help practitioners monitor and support children's learning and development. They regularly check the impact of this support, which helps spot gaps in development early. For instance, leaders conduct regular observations of children's learning and assess teaching effectiveness. Changes to teaching are made systematically, leading to positive outcomes for children. For example, staff closely monitor children's speech and language development, providing targeted support when needed. Leaders also collaborate effectively with outside agencies to refer disadvantaged children for extra help.

Practitioners consistently use sign language in the setting, enhancing babies' and children's early communication skills. Parents and carers receive regular updates about the curriculum, encouraging language and communication development at home. Comprehensive staff training equips practitioners to deliver an inclusive curriculum using various teaching methods. Children engage positively with the curriculum and display curiosity. For example, they explore light boxes and colour mixing with paint. Children's individuality is valued, and staff understand their needs and interests deeply. Staff maintain an inclusive and adaptable approach, recognising barriers to learning and wellbeing. They offer consistent support throughout the setting. For instance, when babies become unsettled, staff respond immediately with reassurance.

Curriculum and teaching: Strong standard

Practitioners consistently use high-quality interactions to assess what children know and what they can do. They support children's physical development with daily access to the garden space. For example, children can balance, run, and jump in the garden space. Children also benefit from trips to the park and beach, providing learning opportunities in the local community.

Leaders have developed a curriculum which supports children's language development through interactions which help to promote communication. For example, staff use sign language to increase children's understanding and ability to express their needs. There is a clear focus on literacy development, and books provide a key stimulus for curriculum exploration. For example, the children engage in painting activities linked to a story about colour.

Practitioners successfully use the curriculum to ensure each interaction with children is viewed as an opportunity for learning in a curious and creative way. Children's developmental needs are met consistently well. Leaders ensure that routine activities are key teaching opportunities. For example, babies laugh and smile during morning singing time and move their bodies to familiar songs.

Practitioners implement an inclusive approach to the curriculum, supporting learning and focusing on age- and stage-appropriate learning. For example, the children explore play dough and a range of tools supporting the development of small-muscle skills. Children who may face barriers to learning are well supported to make progress and become curious and confident learners.

Achievement: Strong standard

Children make consistent progress through the curriculum, increasing in confidence through supportive relationships with practitioners. Children are curious and independent learners. They are well prepared for the next step of their learning and are confident to make transitions, for example, to pre-school. Children benefit from practitioners' comprehensive knowledge of the curriculum and an adaptable approach to teaching.

Children develop a confident approach to learning with enthusiasm. They develop skills and knowledge through the well-designed curriculum, building on what they know and can do. Children's unique personalities and interests are valued and contribute to learning and development planning. For example, children spend additional time with artists selecting and exploring materials and enjoy a range of creative learning experiences.

Children, including those with special educational needs and/or disabilities, those who may face barriers to learning, and disadvantaged children, benefit from ongoing support to reach developmental goals.

Behaviour, attitudes and establishing routines: Strong standard

Leaders have embedded a respectful culture where children benefit from consistently high expectations for the learning environment. For example, they offer children choices and give them time to respond. A calm and positive environment supports children to feel calm and ready to learn. Effective key-person approaches ensure relationships with practitioners are a priority, and a comprehensive settling-in process encourages children and families to feel welcome. Children's social and emotional development is valued, and practitioners are positive role models to children. Children behave well and develop positive relationships with their peers. For example, babies take turns to select items from a bag during group-learning time.

Practitioners follow daily routines, such as morning meeting time, which encourages turn-taking, listening, and attention skills. Children enjoy these times, benefiting from repeated and familiar experiences, such as singing and rhymes. These times promote a strong sense of belonging where children are valued as individuals. Children have warm relationships with practitioners. For example, children smile and run towards practitioners when they separate from parents at the door.

A well-structured and consistent approach to routine activities provides opportunities to promote healthy behaviours and increase independent skills. For example, young children pour their own water and drink from open cups. Attendance is monitored effectively and promoted with parents' and carers' support, establishing positive routines.

Children's welfare and wellbeing: Strong standard

Leaders ensure that care practices are consistently embedded, and that children benefit from hygiene practices that support their individual needs. For instance, they adapt sleep times to support children who need an earlier sleep. Leaders review practice regularly, and staff receive thorough training and induction around their key-person role. For example, the key person uses routine times to develop relationships with children. For example, nappy changes are an opportunity to sing songs and rhymes with key children.

Practitioners consistently value relationships and prioritise children's welfare and personal development. For example, children are quickly given reassurance and comfort when feeling uncertain or tired. Practitioners role model kind and respectful relationships, promoting social skills with peers. For example, practitioners smile and give praise to children throughout the day. Children are encouraged to be independent through well-structured routines. For example, children feed themselves with small cutlery and pour their own water. Positive approaches to self-care routines encourage the children to develop a good understanding of how to develop healthy habits and choices.

Practitioners develop warm and caring relationships with all of the children, through an effective key-person system that includes comprehensive settling-in information. Children are happy and settled within the setting, developing into confident and curious learners. Children's emotional development is nurtured and, subsequently, the children have a strong sense of self. Children and families feel welcomed and love seeing photographs of themselves around the setting. For example, staff use photographs on spoons at meeting time to welcome children. Children also see photographs of themselves in project work.

Leadership and governance: Strong standard

A clear staff induction and probation process helps new staff understand their roles. Regular in-house training, including mentoring, encourages staff to reflect on their practice often. This ensures they continue to meet leaders' high expectations. Effective supervision assists in managing staff workload, providing opportunities for ongoing training. Staff development, through supervision and training, enhances skills and practice, improving the quality of teaching. Practitioners and artists collaborate, elevating the quality of care and education for children. For instance, children benefit from creative teaching across the curriculum.

Leaders evaluate the setting's effectiveness regularly, responding swiftly to the changing needs of the children. For example, developing the outdoor area and introducing beach school positively affects children's physical development. Leaders engage thoughtfully with parents and carers, fostering strong relationships. They offer online workshops for parents on topics like weaning and pre-school transition, strengthening connections with families. Parents comment on how this has supported them in helping to prepare the children for the next stage in their learning, such as moving on to pre-school.