URN EY308040 · Inspected 2026-06-12 · Published 2026-07-06 · Inspector: Jane Franks
First Steps Childcare @ Brinsbury Unique reference number (URN): EY308040 Address: Chichester College, Brinsbury Campus, North Heath, Pulborough, West Sussex, RH20 1DL Type: Childcare on non-domestic premises Registered with Ofsted: 03/05/2005 Registers: EYR, CCR, VCR Registered person: First Steps Childcare Group Limited Inspection report: 12 June 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 Expected standard Inclusion Strong standard Leaders take time to get to know children and their families incredibly well. Assessments and close partnership working with parents and carers mean staff quickly identify when children require additional support to promote their development and wellbeing. Leaders are committed to providing high-quality care and learning for children with special educational needs and/or disabilities (SEND), as well as those who face barriers to their learning. They maintain continuous oversight of children's progress. This ensures children with SEND consistently achieve positive outcomes. Staff design support plans that clearly outline the specific targets, strategies and resources needed to help children make sustained progress. Leaders and staff work closely with the professionals involved in children's care. They adapt interventions as children's needs change. Leaders hold meetings with professionals at receiving schools to ensure the transition process is smooth for both children and their families. Parents and carers report that they are involved at every stage. They speak highly of the support they receive from the setting. Leaders provide in-house Makaton training for staff, which has a positive impact on children's communication and emotional development. They use additional funding effectively to meet children's individual needs. For example, children benefit from weekly sensory support sessions delivered by trained specialists. These timely and targeted interventions help prepare children who face barriers to their learning for the next stages in their education. Achievement Expected standard Children typically develop the skills needed for the next stage in their education. Those children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning consistently receive high-quality support to reach their individual milestones. They learn how to collaborate with others and are starting to understand how to regulate their emotions. Children develop their thinking and problem-solving skills through chosen activities. For example, they explore ideas as they discover how to connect tubes to a pump during water play. Children of different ages understand the boundaries and expectations of the setting, and follow these well overall. They are independent and confident, and say 'hello' to visitors. Children with SEND and those who face barriers to their learning receive support with visual aids to communicate and express their needs. Babies build the small muscles in their fingers. They carefully pick up objects in the sand, using their hands or the tools available. All children are motivated and show an interest in learning. Behaviour, attitudes and establishing routines Expected standard Staff generally have high expectations for children's behaviour. They are positive role models. Staff typically adapt their explanations to reflect on the needs and understanding of individual children, such as why they should not run inside. Staff use highly effective strategies, such as 'now and next' boards, to support children with special educational needs and/or disabilities to understand routines. Children actively use these to remind their friends of what is happening next. Staff have secure relationships with children and know them well. If needed, they sensitively give them additional time to adjust to transitions during the day. They make adaptions to group time to reflect on the needs of children with SEND so they can sit alongside their friends. However, in pre-school rooms, during routine circle time, staff do not successfully sustain the interests of the different age groups of children present. Some children disengage and choose not to take part. This leads to some children struggling to regulate their behaviour and not all children benefit from the purposeful learning taking place. Staff use effective methods to raise children's confidence and self-esteem. The outdoor learning environments are a strength of the nursery, which support children's positive attitude to learning. Staff use effective strategies, such as sand timers, to help children learn to share and take turns with their friends. Children of different ages are learning how to manage their emotions, and some can use these independently. Leaders promote acceptable attendance. They work closely with families to accommodate their differing needs and circumstance. This ensures all children attend regularly and continue to sustain their learning and on-going development over time. Children's welfare and wellbeing Expected standard Despite some recent changes to the staff team at the nursery, all staff demonstrate they know children well. Permanent staff share information effectively with their colleagues present from a nearby sister setting at the start of each day. This ensures children's individual care and learning needs continue to be met effectively and consistently. Parents and carers, including those with children that have special educational needs and/or disabilities, comment that leaders and staff communicate with them highly effectively through diverse means. They know what their children are learning and say they are making secure progress. Staff typically embed routines effectively into the children's day. They give babies 5-minute warnings, to help them understand what is happening next. Babies respond and find a book to look at ready to have their nappy changed, for example. Staff record nappy changes and share these with parents. They ensure children's clothes are changed, such as if they become wet during outdoor play. Staff help children to understand the importance of healthy lifestyles. They supervise children vigilantly while eating. Staff provide children with well- balanced meals and fresh fruit at snack time. They talk to the children about the importance of positive hygiene. Children from a young age receive encouragement to pour their own drinks. With support, they put on their wetsuits or their coats to go outside, while their older peers do this independently. Children of all ages delight in physical exercise. They join in games, such as, 'What is the time Mr Wolf', and can express their emotions as they enjoy these activities with their friends. Staff remind children of basic safety rules, such as not to throw sand, and why. This helps children to identify how to keep themselves and their friends safe. Curriculum and teaching Expected standard Leaders have developed a broad curriculum that typically offers children a varied and well- balanced range of learning experiences. Staff use assessment highly effectively to identify and address gaps in children's development. This is especially beneficial for children who encounter difficulties in their learning, including those with special educational needs and/or disabilities. For example, staff use of strategies, such as visual aids, sign language and specific targeted intervention, to support children's communication and inclusion. Staff working with children in the pre-school rooms follow children's interests and engage them in discussion as they play. For example, as children draw sea creatures, staff ask questions and support an understanding of the world. Staff listen to children as they explore sand. They join in children's play to support the discovery of what happens when sand become wet, and then dries. However, staff do not focus these interactions on extending children's developing vocabulary. For example, they do not consistently model or introduce new words, to support children's knowledge even further. At times, this hinders children's developing language skills. Staff support children's mathematical skills well from a young age. For example, as toddlers roll cars down guttering, staff build on their understanding of number. They sing with babies as they delight in joining in with actions songs. On occasion, during small-group activities, staff working with babies and toddlers, do not give children time to process information. They do not plan precisely enough to break the desired outcome down into smaller steps. This does not help children to consistently understand and comprehend the learning taking place. Leadership and governance Expected standard Leaders have a secure understanding of the nursery's strengths and a clear vision for future improvements. They have significantly improved the outdoor learning environment. This has had a positive impact on children's learning across all areas of development. Leaders have plans to enhance the indoor spaces to support children's engagement and development even further. Leaders provide clear direction and guidance to staff. They place a high priority on staff wellbeing and the process of supervision to ensure support and guidance. Staff comment that leaders listen to them and meet their needs effectively. They describe how they benefit from in-house training days and professional development opportunities. For example, a recent presentation led by the local authority has enhanced staff knowledge of the specific procedures for the recording and reporting of diverse safeguarding issues. Leaders do not monitor staff practice precisely enough to ensure consistent levels of high- quality teaching across the nursery. Leaders are dedicated to keeping children safe. Safer recruitment and induction procedures are robust and ensure staff suitability. This ensures staff fully understand their roles and responsibilities. Staff supervise children effectively. They make sure they can always see and hear children. Leaders and staff work collaboratively with parent and carers and professionals, to reduce barriers to children's learning. There are secure relationships with professional involved in children's care and at settings children move on to. This supports children's confidence, development and readiness for their next stage of learning. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children typically enjoy a stimulating and nurturing environment. They arrive confidently and eagerly engage in learning opportunities. Children, including those with special educational needs and/or disabilities and barriers to learning, particularly enjoy their time in the outdoor play spaces. Babies delight in splashing water and bubbles in the tuff tray. They tip and pour, and explore the concept of weight and measure from a young age. Their older peers delight in bug hunts and show an interest in the natural world. They climb over and across the obstacle course, which supports their balance and coordination skills. Children develop their literacy skills. They show a love of books and an enjoyment in listening to stories. Under the close supervision of staff, toddlers practise using tools, such as safety knives to chop food. They show high levels of perseverance and pride when they succeed. Babies safely join their friends, and delight in exploring different textures and smells. Pre-school children learn to write their name, and write shopping lists as part of role play. Children enjoy regular outings within the college campus. They visit and learn about the animals, and spend time exploring nature in the woods and by the stream. Stringent risk assessments ensure children are safe. This includes appropriate footwear and handwashing to ensure effective hygiene procedures. Children learn about the importance of caring for their environment. They build on their understanding of recycling as they complete daily tasks, such as taking out the compost and ensuring the outdoor water taps are not dripping. This support children's future life skills. Regular attendance at the nursery helps children to build secure relationships with staff and their friends. Children typically behave well. They delight in playing and learning alongside their friends, and show kindness to others. Children show empathy and understand that some of their peers struggle to regulate their emotions. They help them find toys that they are looking for and ensure they are okay. With support from staff, children flourish socially and emotionally at this nursery. Next steps Leaders should strengthen support for staff working with children in the pre-school room, to ensure interactions further encourage children's language development. Leader should strengthen support for staff working with babies and toddlers, to ensure planning and teaching is consistently and precisely matched to children's level of understanding and learning needs. Leaders should support staff to review the organisation of group activities in the pre- school room to engage children more consistently. Leaders should continue to monitor staff practice to ensure consistent levels of high- quality teaching across the staff team. About this inspection The inspector spoke with staff, leaders, parents and carers and children 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 Inspector: Jane Franks About this setting Unique reference number (URN): EY308040 Address: Chichester College Brinsbury Campus, North Heath Pulborough West Sussex RH20 1DL Type: Childcare on non-domestic premises Registration date: 03/05/2005 Registered person: First Steps Childcare Group Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 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 12 June 2026 Children numbers Age range of children at the time of inspection 0 to 4 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. Total number of places 70 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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