Perfect Start Day Nursery Burgess Hill

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff have high expectations for all children to make good progress. For instance, they arrange the learning environment to support children to be prepared for starting school.

Pre-school children enjoy dressing up in school uniforms and playing 'schools' with their friends. This helps children to become familiar with school routines. Additionally, older children are encouraged to meet their own self-care needs, such as wiping their own noses.

This supports children to become independent and to learn to take care of their bodies.Children behave well. For example, they engage well in activities and show a positive attit...ude to learning.

Staff generally know the children well. This helps staff to understand why they are displaying certain behaviour and to provide the appropriate care to enable children to modify their emotions. Staff also role model positive behaviour to children effectively, such as showing them how they can share the play dough equally between them.

This helps children to develop an awareness of how to resolve conflicts themselves.Staff use opportunities in children's daily experiences to promote their mathematical knowledge. For example, as children enjoy popping bubbles, staff encourage them to talk about the different sizes.

Children join in enthusiastically and talk about which bubbles are big and small. This helps children to develop their understanding of early mathematical concepts.

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

Leaders have designed an ambitious curriculum that is tailored for each room so that it supports all children to make progress in their development.

This is communicated effectively to staff. Leaders encourage staff to use available resources alongside the curriculum in order to plan for children's learning effectively.Staff are helped to understand their roles and responsibilities.

New staff complete induction training and receive effective support from leaders and the other staff. Staff attend daily meetings, where they have opportunities to plan for children's learning and to refresh their knowledge on policies and procedures. Additionally, leaders ensure that they meet regularly with staff to discuss their professional development and well-being.

This enables leaders to identify how they can further support staff in their role.Children with special educational needs and/or disabilities (SEND) are supported well in their development. Leaders and staff work in partnership with parents and other agencies to ensure that children receive the support they need.

For instance, staff consider any reasonable adjustments they need to make in each room to enable children with SEND to access their learning environment. Staff share this information with leaders and other agencies so that these adjustments can be implemented effectively.Overall, children receive good support to promote their communication skills.

For instance, staff support children with speech delay by using simple words with actions. Staff also introduce new words during activities, which helps children to extend their vocabulary. However, staff are slightly inconsistent in their approach to helping children gain back-and-forth conversational skills.

They also do not always give them enough time to respond to questions. In addition, noise levels in the classrooms are sometimes high. This does not fully enable children to hear the spoken language to further develop their communication skills.

The arrangements for meeting children's individual health needs are good. For example, during mealtimes, children have their own place mats with information about their dietary requirements. As staff serve the food, they check this information with another member of staff to ensure that each child receives their correct meal.

Generally, most staff know their key children well. This helps them to provide targeted support to promote children's development. However, this is not consistent among all staff.

For instance, sometimes staff do not provide comprehensive handovers when a new key person is assigned to a child. This does not fully enable staff to meet children's individual needs.Staff plan engaging activities based on children's next steps and interests.

For instance, when they identify children who need additional support to regulate their behaviour, staff teach them about different emotions through stories and activities. Staff encourage children to show different emotions on their faces. This helps them to develop an understanding of how they are feeling.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to strengthen their teaching practice to give children time and opportunities to further develop their communication and language skills strengthen the key-person approach so that staff have a robust understanding of how to meet the individual needs of all children.