Kiddie Capers, Hassocks, Keymer Road

Kiddie Capers, Hassocks, Keymer Road
Unique reference number (URN): 2831502
Address: 20 Keymer Road, Hassocks, BN6 8AN
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/02/2025
Registers: EYR
Registered person: Kiddie Capers Childcare Ltd
Inspection report: 21 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Achievement Strong standard
All children, including those who face barriers to their learning, make impressive progress
from their starting points. Children demonstrate a highly enthusiastic 'can-do' approach to all
of their learning. Babies squeal with joy and crawl to the next activity with the knowledge
that something exciting is about to happen. Toddlers show a keen interest as staff invite
them to join in activities, such as washing the babies. Children learn new language such as
'swish' and 'whoosh'. They call out the names of the staff and other children. Children delight
in the praise they receive as staff celebrate their achievements, for example, when they put
on their shoes for the first time or use cutlery to feed themselves. Children achieve small
tasks, such as enjoying collecting the balls after they have finished playing with them.
Children learn new skills independently, which boosts their belief in their capabilities and
self-esteem.
Behaviour, attitudes and establishing routines Strong standard
All children benefit from the firmly embedded routines. Staff have clear expectations for
children's behaviour and adapt these for the age and stage of children's development. The
daily repetition of familiar routines helps to ease children's, parents' and carers' anxieties.
This is particularly so for those who find transitions challenging or who face other barriers to
their learning. The highly effective key-person system supports the bonds that children form
with staff, who know them so well. The carefully planned settling-in sessions allow staff to
gather important information from parents, such as children's preferences with sleep and
weaning routines. These routines are mirrored in the setting, which helps from the beginning
to ensure a very positive transition. All children demonstrate enthusiasm in their learning,
and their engagement in activities is consistently high. Staff are skilled at supporting children
to increasingly manage their own feelings and behaviour.
Leaders are proactive in identifying and addressing any barriers to children's attendance.
This helps to support children to benefit from the continuous care and enriching learning
experiences. Staff are excellent role models. They are gentle and loving. Children very
regularly go to them for cuddles and reassurance. Staff are tactile and extremely nurturing.
They are skilled at working with the very youngest of children, including babies. Parents
comment that they have 'peace of mind' when they hand their children over to such
professional and responsive staff.
Children's welfare and wellbeing Strong standard
Staff plan daily outings into the community to help promote children's mental and physical
health. They promote children's welfare and wellbeing through individualised and sensitive
care routines. Key persons provide reassurance and comfort to children when needed, such
as when they are feeling tired or hungry. Children cuddle the staff and enjoy them joining in
with their play.

Staff adapt routines to ensure that those children who face barriers to their learning are fully
supported and included. They discuss feelings in an age-appropriate way. Staff react
sensitively when children are feeling overwhelmed or missing their parents and carers.
All staff have completed training on how to keep children safe when they are eating and
sleeping. There are systems in place to ensure that those children with dietary or medical
needs are managed sensitively and safely. Children learn about keeping themselves safe as
they cross the roads when on an outing and through the strict rules when eating. Staff use
mealtimes to discuss healthy eating with children. Children are beginning to acquire the
knowledge that they will need to make healthy choices. They learn how to wash their hands
and faces. Staff ensure that all children receive privacy when they are nappy changing or
undressing children. They consistently advocate respectful care in all routines.
Curriculum and teaching Strong standard
The curriculum is extremely well designed. Staff skilfully adapt it to children's individual
needs, including those who face barriers to their learning. Staff are fully invested in
delivering teaching that inspires children through exciting play opportunities that motivate
them to learn. They make thoughtful adaptations for the different ages of children and their
stage of development. This provides children with the right support to achieve their next
steps. Staff provide daily opportunities for children to experience outings into the community.
Children wave at passers-by on the way to the park. Children's physical development is very
well supported as they run around in the fresh air chasing bubbles and kicking balls. The
inside environment supports the confidence and emerging walking skills of children who are
yet to take their first steps very effectively.
Staff have clear ideas on exactly what it is they want children to learn. There is an excellent
focus on supporting children's emotional health, social skills and communication. Children
develop a love of books as staff weave stories and familiar rhymes into everyday routines.
Books are taken with children on the daily outings into the community. Staff read these to
children at every available moment. They expertly weave mathematics into children's play
and routines as staff encourage even the youngest of children to count when singing.
Children learn and repeat back the language of size, such as big and small.
Inclusion Strong standard
Leaders and staff monitor children's progress very effectively. They expertly support them,
continuously assessing children's development and changing needs. Leaders provide a
highly effective training programme that enables staff to have the precise skills to
significantly enhance children's learning, particularly for those who face barriers to their
learning. Staff's dedication and the passion that they bring to their roles enable them to
significantly enhance children's learning. They provide daily feedback and regular reports to
families. This helps parents and carers to be able to contribute to their child's routines and
know how to help them in the home. Parents are invited into the setting for social events and
to experience their children at play with other children.
Staff are committed to supporting children who may face barriers to their learning. They
promote inclusion by celebrating and valuing the diverse family backgrounds of the children.
This approach is highly effective in helping children and families to develop a sense of

belonging. The setting's resources and toys reflect a range of diverse backgrounds. Children
interact with toys that mirror their own identity, which helps them to feel valued and included.
All children begin to respect and accept differences from a very early age.
Leadership and governance Strong standard
There is superb oversight of the setting by leaders. There is a culture of professionalism and
high expectations that is embedded throughout the setting. Leaders use self-evaluation
through daily discussions with the staff and swiftly identify areas for improvement.
Leaders always make decisions in the best interests of the children and families. They firmly
believe in and value their staff team, who they attribute the success of the setting to. Staff
mention that there is a highly positive culture of teamwork, and they appreciate the hands-
on approach of leaders, who regularly work alongside them. Leaders continuously strive for
excellence and work closely with staff to identify training needs. This helps to embed and
maintain the delivery of a quality curriculum for children. Staff appreciate the coaching and
training that is provided, which helps to broaden their knowledge and expertise. They
mention that their workload is manageable and that their wellbeing is high.
Parents and carers, including those who have children who face barriers to their learning,
report that they are highly impressed with the leadership and staff team. Parents feed back
that the dedicated leadership is responsible for helping their children settle, be safe and
thrive in their learning and development. They feel that the communication and sharing of
information is consistent and helps them feel very included in their child's early education.
What it's like to be a child at this setting
Children thrive at this extremely nurturing setting. They are very happy and are making
significant progress from their starting points. The highly inclusive environment ensures that
children who face barriers to their learning are able to achieve and be fully ready for the next
stage of learning. Children receive the time to bond with their key persons and build up deep
attachments. This helps them to feel safe, secure and able to explore the environment with
increasing confidence and independence.
Leaders and staff demonstrate a passion for their roles. Their thoughtful interactions and
fun-loving demeanour have a positive impact on children. Children's squeals of delight and
laughter echo throughout the setting. They are beginning to build the essential social skills
that are needed for moving on to pre-school and later, to school. The well-designed

Inspector:
Tina Lambert
About this setting
Unique reference number (URN): 2831502
Address:
20 Keymer Road
curriculum meets the needs of all children and celebrates their individuality. This enables
children of all ages and stages of development and differing backgrounds to feel a sense of
belonging and feel part of the community in which they live.
Children know the routines very well. This contributes to their overall emotional wellbeing.
Even the very youngest children are aware of what is happening next. For example, children
patiently wait their turn when getting ready to go on an outing through the village. At
mealtimes, they move to the eating area and anticipate their hands being washed. Even the
very youngest of children know that they must sit when eating. They proudly show their
empty mouths so that they can get down from the table to play.
Leaders and staff work collaboratively with parents and carers to identify children's needs.
Consequently, children fully benefit from a tailored approach, such as one-to-one support.
This allows children to feel safe and enjoy the range of activities with their friends. Leaders
work alongside parents and make adaptations to ensure that children attend regularly and
on time.
Next steps
Leaders should ensure continued improvement in the setting's successful work to remove
barriers for children who need extra help to realise a transformational impact on all
children's achievement and wellbeing.
About this inspection
The inspector spoke with leaders, staff, children, parents and carers during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Hassocks
BN6 8AN
Type: Childcare on non-domestic premises
Registration date: 24/02/2025
Registered person: Kiddie Capers Childcare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 May 2026
Children numbers
Age range of children at the time of inspection
0 to 2
Total number of places
18
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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