The Co-Operative Childcare Sussex

Inclusion: Expected standard

The new leadership team has clearly prioritised getting to know each family, so they can fully understand and plan for every child's needs. Staff work closely with parents to plan a programme of learning that is personal to every child. When children need some extra support, this is identified quickly. Leaders and staff work collaboratively with parents and other professionals. They agree strategies together that will best support each child to reach their full potential. Additional funding is used extremely carefully to make sure every child receives the support they need. Staff benefit from specialist training. Leaders review the range of activities and experiences they offer at nursery to ensure they are accessible to every child.

Leaders work sensitively with families when children are known to be more vulnerable to offer targeted, ongoing support. Any potential barriers to children's learning and attendance at nursery are quickly identified. This means that leaders and parents work supportively together.

Children benefit from learning experiences that are planned carefully around their individual needs. Leaders ensure that children with special educational needs and/or disabilities, and those who are known to be more disadvantaged, make positive progress from their starting points, particularly in their social skills and their language development.

Curriculum and teaching: Expected standard

There is a clear curriculum in place that covers all areas of learning. It is adapted for all children, including those who have special educational needs and/or disabilities or those who need extra support with their learning. Staff promote children's language from a young age to build the foundations for future learning. Babies enjoy many songs and stories. They listen attentively, and older babies confidently recognise story characters when they see them on puzzle pieces.

Staff introduce children to numbers and counting through daily songs and practical activities. Staff help children practise counting and simple mathematical problems as children work out how many chairs are needed, for example when getting ready for lunch.

Leaders monitor the impact of the curriculum carefully. Staff now use the outdoor area more frequently to enable children to benefit from learning opportunities inside and outside. This has had a positive impact on addressing some behavioural issues, but the range of learning experiences outside do not always match the quality of those provided inside. Occasionally, staff watch over children, rather than using high-quality interactions to support highly effective teaching.

Staff help children manage their emotional needs effectively. Physical activities are planned regularly to support children's healthy development. Yoga and mindfulness sessions teach children how to feel calm and promote their wellbeing.

The curriculum is used effectively to teach children about different cultural events and to help children celebrate their own unique qualities and family heritage.

Achievement: Expected standard

Children develop the skills they need to support their future learning. They make positive progress across all areas, particularly in their communication skills and their social development. All children, including those who speak English as an additional language, develop effective communication skills. They confidently ask questions, and engage in conversations with adults and children. Children participate confidently in group discussions. They listen to stories that focus on different behaviours and emotions. This helps them learn to understand the needs of others. Children with special educational needs are given the tools they need to support their effective communication.

Children learn how to behave responsibly and become aware of factors such as taking care of the planet, reducing waste and growing their own fruits and vegetables. Children who are known to be more disadvantaged, or face other barriers to their learning, achieve well from their individual starting points. This helps to ensure that every child is prepared well for starting school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders work closely with parents to support children's regular attendance. They are sensitive to parents' individual needs and offer support, when needed, to those families who may need some additional help.

Staff have high expectations for every child. Older children learn to share, take turns, listen to others and negotiate as they play. Incidents of unwelcome behaviour are dealt with quickly and effectively. Leaders work hard to support children who may need some additional help in managing their behaviour and actions.

Staff are positive role models and treat children with kindness and respect. Staff use strategies that are clearly understood by the individual children, and that are adapted appropriately for children with special educational needs and/or disabilities.

Children play together happily. Staff interact with them respectfully and offer high levels of praise and positive attention. This helps to build children's self-esteem and feelings of self-worth.

Overall, routines are planned well around the individual needs of babies and children. Very occasionally, transition times are not organised sufficiently well. During these times, the quality of teaching slips slightly and children become less engaged in their learning for short periods.

Children's welfare and wellbeing: Expected standard

Leaders provide a homely, nurturing and caring environment for every child. Staff work closely with parents to agree care routines that are matched precisely to every baby's and child's needs. Staff share regular information with parents to help them feel fully informed about their child's day. Parents praise the way in which staff understand their child's individual care needs, especially babies, and children with special educational needs and/or disabilities.

Leaders work hard to implement strategies to support children's care and wellbeing. For example, a specific programme teaches older children how to respond in an emergency and summon help. The nursery garden is used well to support children's physical and mental health. Staff organise a careful balance of active physical games, combined with opportunities to support children's wellbeing. For instance, staff teach children deep breathing techniques to help regulate their emotions and heartbeat. Children have daily opportunities to practise larger movements, such as climbing, digging and balancing, to support their healthy development.

Children's dietary needs are managed well. Staff sit directly with children when they eat to ensure they are always fully supervised. Children benefit from healthy, nutritious and nourishing home-cooked meals. A thorough checking process is in place between kitchen staff and room staff to make sure every child's dietary needs are always catered for and clearly understood.

Leadership and governance: Strong standard

The new leadership team has made a very positive impact. Leaders are especially insightful and have quickly identified what is working well in the nursery, and where further development is needed. Comprehensive, highly focused action plans are now in place that reflect the leadership team's high expectations. While the full impact of the new leadership team's work is still becoming embedded across the setting, leaders have clearly identified the areas that need to improve, including the quality of outdoor interactions and the organisation of transitions, and are taking precise and targeted action to address these.

Leaders have worked extremely hard in building positive, trusting relationships with parents. They are highly committed towards understanding what every family needs, and provide a service that is precisely matched to individual need. For instance, when parents reported challenges in supporting children's attendance, leaders worked together with parents to address this effectively.

Leaders make well-considered decisions about changes they wish to implement. They prioritise the needs of children, staff and families and support staff in making the necessary changes. For instance, the recent increased provision for learning outside has been introduced to improve the learning experiences of every child, especially those who prefer more active play.

Staff confirm there has been significant improvement in how their wellbeing is managed. They say they feel more supported and that leaders are accessible, visible and approachable. Leaders have created stronger pathways for professional development and progression and staff feel valued and listened to.