Brighton Road Baptist Church Playschool

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About Brighton Road Baptist Church Playschool

Name Brighton Road Baptist Church Playschool
Ofsted Inspections
Address 7 Brighton Road, Horsham, Sussex, RH13 5BD
Type Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority WestSussex
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children come into the pre-school confidently and quickly settle.

They know the routine very well. Children learn the importance of good health and hygiene through activities and the everyday routine. For example, due to the COVID-19 pandemic, they wash their hands before they enter the pre-school.

Children benefit from sensitive attachments with their key person. They demonstrate that they are happy, content and feel safe in the pre-school. This is evident as children keenly welcome new visitors to the setting, such as the inspector.

Children excitedly choose from an interesting range of learning opportunitie...s. Staff have high expectations of all children. Children engage well in activities and are keen to demonstrate what they know and can do.

They solve problems with the support of staff. For example, children think about how to rebuild a ramp, so that the cars can roll down it without getting stuck. Older children complete number puzzles and build different structures out of wooden blocks, showing their skills in counting and their understanding of shape.

Children behave well. They learn how to use their manners and be respectful towards their friends and staff. All children, including those with special educational needs and/or disabilities (SEND), are well prepared for their next stage of learning.

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

The manager and staff have worked hard to develop an ambitious curriculum. The manager has recently implemented a new system that helps her to monitor and assess the quality of education. This allows her to identify areas for improvement effectively.

As a team, staff share information on children's learning and development. This helps her track children's progress and identify any gaps in learning. The manager works with other agencies to support children's development very well.

She ensures that activities within the pre-school are tailored to support the children's individual needs and interests. This helps children develop good concentration skills. However, occasionally, older children are not challenged in their self-chosen activities to extend their learning.

Staff support children's communication and language development well. Staff speak clearly and calmly and use age-appropriate language to describe and comment on what is happening. Children develop a love of books through the story sessions in the pre-school.

They like to sit down with their friends and staff to read. Children develop good communication and language skills.Children are enthusiastic and engaged in crafts that staff provide.

For example, young children listen carefully as they learn to use the scissors. They glue brightly coloured paper to create a large elephant. Children demonstrate positive attitudes to their learning.

Overall, staff support children's developing independence. Older children use the toilet independently and always wash their hands without prompting. There are some occasions where promoting children's independence and self-care could be enhanced further, such as allowing all children to attempt to put on their own coats and wipe their noses.

Children enjoy fresh air and exercise as they play outside. Staff provide plenty of activities to help children develop their large physical muscles. For example, they peddle bikes around the 'road' in the outside areas.

Children pretend to be a patrol officer, stopping their friends using road signs when they want to cross the road. Staff are skilful and use these opportunities to help children learn about road safety.Parents speak very highly about their children's experiences in the pre-school.

New parents comment that their children are happy to attend and settle quickly. During the COVID-19 pandemic national lockdowns, staff ensured that they kept in touch with families. Staff visited children's homes and shared different ideas for learning.

This supported children's development at home.The manager regularly seeks the views of parents, children and staff. As a team, they reflect well on the quality of the pre-school.

As such, they invest greatly in staff training and supporting staff to get higher qualifications. For example, the newly appointed special educational needs coordinator has completed training. She works closely with staff and supports them in planning for children with SEND.


The arrangements for safeguarding are effective.The manager and staff demonstrate a secure understanding of the procedures to keep children safe from harm. They are aware of the possible signs that might indicate a child is at risk.

The staff know how to report any concerns they may have about a child in their care. The manager ensures that staff attend regular child protection training to ensure they keep their knowledge up to date. The manager and staff complete regular checks on the environment.

This enables them to identify and eliminate any risks to children. The manager ensures that there are robust recruitment procedures in place to ensure those working with children are suitable.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide consistent opportunities for all children to develop their independence even further strengthen staff understanding of how to offer older children further challenge during their self-chosen activities.