Sticky Fingers Worthing Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff create a welcoming, homely environment in which each child is valued and included. Children approach staff readily for comfort or support and feel safe and secure in their care.

Staff have clear expectations and reinforce these consistently so that children understand how to behave well. Children quickly become familiar with the daily routines. For example, they wait patiently in a line once they have put on their shoes to go outside.

They listen well to staff, who clearly explain the reason for rules such as not running inside. Staff are good role models and show children how to be considerate and polite. Childr...en enjoy taking part in the broad range of activities and experiences that staff plan.

Staff ignite children's curiosity and respond well to their spontaneous interests. For example, after children find a snail in the garden, staff help them find pictures of snails to compare it to, and then provide materials so they can draw or make their own snails. All children have the opportunity to join in with experiences according to their needs.

Staff adapt activities appropriately, such as making them easier or more difficult as necessary. Managers make good use of any additional funding children are entitled to, carefully considering children's individual needs and what would benefit them most.

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

Managers have worked hard to build a settled staff team since the last inspection and have developed a more consistent approach to children's learning and care.

Staff are clear about their roles and responsibilities. They are supported well by managers, who understand how to help them develop their knowledge and skills. For example, managers offer targeted guidance and advice to help staff develop their understanding of effective activity planning.

Staff are well-informed about children's care needs and routines. They carefully take account of any individual support required, such as at mealtimes. Staff are respectful in their interactions with children.

For example, they ask for children's consent and cooperation before they change their nappies or clothes. Staff build warm and caring relationships with children that effectively support their emotional well-being.Any areas where children need more support in their learning are quickly identified by staff.

They monitor children's progress closely and swiftly seek further advice to ensure children receive any additional help they require. Staff use agreed strategies successfully to include all children. For instance, they use simple sign language and pictures to help children express their needs and understand what is happening next.

They make good use of external support. For example, they are following local authority guidance to enhance their practice in developing children's language skills.Staff pay great attention to expanding children's interests and introducing them to new topics and ideas.

For example, children spend time exploring a range of activities about fireworks. At times, however, less-experienced staff are not sure about what they want children to learn from activities, or how this links to what individual children need to learn next. Although children enjoy the activities that they take part in, staff do not always help them consistently to build on their individual knowledge and skills.

There is good support for children's language development. Songs, stories and conversations are part of the daily routine and children eagerly join story time, listen attentively and recall familiar words and phrases. They develop a love of books and regularly look at them together or share them with staff.

Children repeat new words that they hear staff use and are confident communicators.Children receive lots of encouragement to become more independent. Staff give children plenty of time to try to do things for themselves before they offer them help.

They guide younger children as they learn to manage their own personal care needs, such as washing their hands and feeding themselves. Older children confidently pour their own drinks, select resources and help staff to tidy away.Behaviour in the nursery is good.

Children follow staff's good example and learn to treat each other with kindness and respect. Staff show children how to resolve any disputes, and they cooperate well. For example, children who want to play with the same toy agree between them how long each turn will be.

Overall, there are good relationships between staff and parents, and information is shared regularly through discussion and an online platform. Staff work closely with parents if needed to help close any gaps in children's learning. However, arrangements for encouraging all parents to continue their child's learning at home are not fully in place to help children experience a shared approach.

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: strengthen staff's understanding of the specific skills and knowledge they want children to gain from activities and how this links to their individual learning build on the support for parents to continue their child's learning at home.