Reflections Nursery

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About Reflections Nursery

Name Reflections Nursery
Ofsted Inspections
Address Westerfields, 54 Richmond Road, Worthing, West Sussex, BN11 1PS
Phase Childcare on Non-Domestic Premises, Full 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 receive a warm welcome from leaders as they arrive at the nursery. They demonstrate confidence and are eager to explore a broad range of exciting experiences that provide purposeful learning opportunities.

For example, children enjoy participating in a sensory activity and linking words based on the story 'We're Going on a Bear Hunt'. Children show exceptionally high levels of engagement as they observe and learn about ducklings they are caring for. They are curious and listen with real intent as they find out why the eggs need to stay warm.

Children learn new words associated with this first-hand experience, ...including 'hatching' and 'incubator'. This ignites further questions and discussions, which contributes towards them making connections in their learning.Children behave very well and have positive relationships with friends and adults.

Children independently problem-solve and work out how to negotiate with friends so that everyone feels included during play experiences. Babies develop secure attachments with their key persons. They receive sensitive support and encouragement as they explore well-organised play spaces.

For example, very young children who are just learning to walk demonstrate perseverance as they practise talking steps over a low-level bridge with toy pushchairs in the outdoor area. They smile with delight when they achieve this and are keen to repeat the process, which develops their physical skills.

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

Since the last inspection, leaders have taken significant action to drive improvement.

They support staff to identify and prioritise what children need to learn. This is fully embedded so children benefit from a broad and balanced curriculum. This includes strategies in place to ensure that children with additional needs receive timely support to help them catch up.

Staff support children to develop their communication and language skills through a variety of different ways. For instance, toddlers delight as they join in choosing musical instruments to accompany a singing session. They chant along with gusto as staff complement the session with guitar playing.

Children hear the rhythm that connects to the rhyming words they learn while singing.Staff support children to develop a love of reading. They participate in story times and show respect towards their friends as they listen to one another.

Children are keen to tell adults what they know. For example, they explain that people who write and produce pictures in books are called 'authors' and 'illustrators'.All staff provide children with opportunities to enhance their understanding of their local community and the natural world.

They excitedly recall details after returning from a trip to an aquarium. For example, children tell adults, 'Sharks have pointy teeth. These are sharp so they can bite things.'

This demonstrates children are building a wide range of vocabulary to describe and explain their ideas.All children have access to ample opportunities to develop their physical skills. For example, staff teach children how to safely climb onto tree ropes and swing back and forth.

Furthermore, children develop fine manipulative skills and independently peel oranges, using squeezers to extract juice to drink. Staff hold discussions with children about how this can contribute towards healthy eating choices.Leaders work closely with staff to provide ongoing support through supervision and training.

The focus has been on enhancing language and communication skills for children. There are many strategies that are working well. However, processes staff use to support families and children who speak English as an additional language (EAL) are not as effective as they can be.

Keywords in children's home language are not always in use. This does not support their understanding of daily routines. Despite this, children who speak EAL are settled well in the nursery.

Staff receive training about online safety. They put steps in place to make sure that children are well supervised when using tablet devices to take photos. However, they do not yet use opportunities to help children learn about online safety.

Parents and carers speak positively about the nursery and notice the changes that have been made since the last inspection. They comment favourably about how they receive good levels of communication regarding their children's progress.


The arrangements for safeguarding are effective.

Leaders implement coaching and training sessions to ensure that all staff have a robust understanding about how to keep children safe. Staff recognise signs and symptoms of abuse and neglect and have a secure understanding of a variety of safeguarding issues. All staff are clear about how to make a referral in line with local procedures.

Furthermore, staff understand the reporting procedures to follow if they have a concern about a colleague's conduct. Senior leaders have enhanced safer recruitment and vetting procedures to ensure that staff who work 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: strengthen even further the strategies for supporting children who speak English as an additional language to ensure that communication is effective to the highest level nextend opportunities for children to learn about e-safety when accessing the internet.

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