Young Sussex Nursery (Hove)

What is it like to attend this early years setting?

Babies and children settle quickly and thrive in this happy and inviting nursery. Children learn and have fun with the enthusiastic and nurturing staff. Babies learn to control their whole bodies and use their senses to explore their calm playrooms. They laugh excitedly with the attentive staff as they play peekaboo with see-through material over their heads. Babies and children form strong close bonds with their key person.

Children are busy and animated. They are very curious and highly motivated to make independent choices about what they want to do. Children are encouraged to be creative and find different ways to use resources. For example, they plan to make a 'volcano' following a child's interest in a book. Children think about what they need, and problem-solve effectively on how to find the ingredients. Staff challenge children's thinking. For instance, they are encouraged to use their sense of smell to find the vinegar needed. Children decide to use the real phone to ask older children for tomatoes to make red 'lava'. They are extremely excited by the result of their endeavours. Children develop the skills, confidence and self-esteem needed to support the move on to the next stage in their education.

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

• Staff work particularly well with parents to further support children's learning and development. For instance, they follow babies sleep routines and breastfeeding mothers are accommodated. This give babies good continuity of care. Staff provide individually tailored packs of books and resources for home learning, such as to help with behaviour issues at home. Parents say they like the flexible sessions available and praise the caring staff.
• Children with special educational needs and/or disabilities are very well supported. The talented special needs coordinator ensures outside professionals are involved quickly to meet any additional needs. Staff consistently use picture clues and signing. Children develop very good communication and social skills.
• Staff support children's developing language and literacy skills very effectively. They use songs and stories well to extend vocabulary. Staff listen carefully to children and value their ideas and opinions. They narrate play, promote conversations and give children time to answer questions. Babies learn speech sounds. Older children are confident talkers and hold meaningful conversations.
• Managers and staff understand how young children learn. They sequence learning carefully to ensure children build on previous knowledge and experiences. For example, children make patterns with small pegs or draw letters in sand trays. They develop strong hand and finger muscles needed for writing.
• Overall, staff plan well for children's learning and provide activities that link closely to their interests. Children thoroughly enjoy leading their own play as they explore the exciting activities on offer. However, at times, some staff do not recognise when they need to step in to teach specific skills to extend children's learning further.
• Members of the management team have clear roles and responsibilities and a wealth of knowledge about good early years practice. They work well together with staff to create a strong team. Staff enjoy their work and feel well supported. For example, managers offer regular well-being meetings and training opportunities. This helps staff to provide a happy and welcoming environment for the children.
• Staff offer clear explanations and prompts to support children's good behaviour. For example, staff use a 'word of the day' to help older children focus on listening. Children listen, behave very well and help each other. They learn to cooperate together and take turns from an early age. Children develop valuable social skills for their future lives. Staff set good examples and follow clear routines. However, at times, changes of activity are not well planned and these needlessly disrupt children's learning.
• Managers use additional funding available to extend learning opportunities for children, particularly those who are disadvantaged. For example, additional nursery sessions or new experiences, such as visits to the beach, are provided. All children are fully included and make very good progress in their learning and development.

What the setting must and should do next

The provider should:

• enhance staff's ability to build on children's chosen activities to further support their good learning and development
• review and adapt routines to help children engage in play and learning to the highest levels at all times.