Young Sussex Nursery (Brighton)

What is it like to attend this early years setting?

Children flourish in this well-organised, high-quality nursery. Children are warmly welcomed by enthusiastic staff and happily find their friends. They enjoy a choice of healthy breakfasts before they start an exciting, joyful day of learning. Children lead their own imaginative and creative play, inspired by the stimulating range of resources, in cosy and comfortable spaces. Babies benefit from the calm and encouraging staff as they try new experiences. Children are consistently given ample time to listen, think and respond to challenges. All children, including those with special educational needs and/or disabilities (SEND), make impressive progress.

Children are highly motivated to learn through exciting sensory exploration and curiosity. For example, toddlers show great delight as they reach out to touch the sparkly lights of a sensory bubble lamp. They are fascinated to watch the colour patterns changing as they roll light balls to their friends. In the garden, they smell herbs and spices as they add them to their cooking.

Children learn to celebrate their achievements. For example, babies clap with excitement when they succeed in finding a 'tiny' toy cow in the hay. Older children take photos of their work. They choose the photos, writing and creative work they want to display on their own board. Children proudly talk about their activities and show excellent self-esteem, confidence and well-being.

What does the early years setting do well and what does it need to do better?

• Staff recognise and capture unique moments to build on children's interests to broaden their experiences and vocabulary. They are extremely skilled in supporting children to develop their play. Staff narrate what is happening, wait and watch before extending learning. Children are inspired to experiment and try out their ideas. Even the youngest persevere. For example, toddlers keep on trying until they have mastered the use of scissors.
• Children learn that reading helps them to gain knowledge as well as giving them pleasure. Older children use books to find out facts, for example, about trains as they play with toy trains. Children choose independently to read stories to each other. They begin to recognise letters and read simple words. Babies and toddlers snuggle onto sofas or staff laps to share well-read stories and picture books. They listen carefully and constantly learn new sounds and vocabulary.
• Staff are consistent and extremely effective in the way they manage children's behaviour. They understand the level appropriate for different ages of children. For example, staff quickly distract toddlers into new activity before their frustration escalates and support older children to solve their own conflicts. They completely promote positive reinforcement. Children's behaviour is exemplary.
• The nursery benefits greatly from a well-qualified and experienced management team. They are highly motivated, inspirational and passionate about providing all children with the very best start. The knowledgeable early years teacher consistently monitors and supports staff practice to ensure high-quality teaching. Managers and staff work together extremely well. Children's learning and development is significantly enhanced by the resulting staff confidence and sense of well-being.
• Partnership with parents is exceptionally well embedded in staff practice and helps to raise children's outcomes to the highest levels. Managers and staff use daily contacts and online communication to great effect. They give ideas and specific resources for home learning. Parents share their knowledge of children's interests, activities and learning and staff use this in the nursery.
• Parents speak extremely highly about the setting and staff. They greatly appreciate the professional support they receive to help further their children's learning and development. Parents speak of the excellent progress their children make and how well prepared they are for their future learning. Shared planning with parents, particularly for children with SEND, helps to ensure continuity of practice and that children's needs are fully met.
• Managers use additional funding extremely well to help raise children's outcomes. For example, the outside environment has been enhanced even further to give children without gardens a wider range of opportunities for play. Children who speak English as an additional language are exceptionally well supported and included. Staff sing simple songs in the children's home languages, for instance. This gives them a sense of belonging and helps all children learn about others.