Monkey Puzzle Day Nursery

Monkey Puzzle Day Nursery
Unique reference number (URN): 2803094
Address: Roffey Children & Family Centre, Godwin Way, Horsham, RH13 6SQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/09/2024
Registers: EYR
Registered person: BSR Childcare Nursery Limited
Inspection report: 3 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.

Expected standard
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff understand the importance of developing a positive environment where
families are respected and valued. Children's attendance is monitored by leaders, who
follow up any non-attendance to ensure children's safety. Children, including those who face
barriers to their learning, develop secure bonds with their key person and other familiar staff,
which builds trusting relationships. This supports children to develop their social skills and
an understanding of themselves and others,. They generally play well together and initiate
early friendships.
Children benefit from familiar, well-organised routines that meets their needs. Staff working
with babies understand the importance of following their unique routines from home. For
instance, babies own weaning stages, milk and sleep times are incorporated into the
nursery day. This ensures children's physical and emotional needs are met.
Staff are positive role models for children and help them resolve any minor conflicts swiftly.
Children who need some extra help to understand and regulate their growing emotions,
receive sensitive support from attentive staff. Staff give children reminders for high, but
appropriate, behavioural expectations. Children are supported to understand how to keep
themselves healthy and safe. For example, staff talk to children about why they need to
wash their hands before preparing food. They engage children in discussions about how to
safely hold and use knives and learn about why this is important. These opportunities
enable children to develop life skills.
Children develop can-do attitudes, as staff provide encouragement to keep trying even when
they find something challenging. For instance, children show high levels of concentration as
they carefully cut melon flesh away from its skin. Together, staff and children celebrate their
success. This builds children's confidence, perseverance and resilience.
Children's welfare and wellbeing Expected standard
Staff recognise the importance of promoting children's personal, social and emotional
development. They create safe and engaging environments for children to explore and
understand the importance of children's wellbeing. Leaders have supported staff to create a
well-established key-person system, which promotes positive and safe attachments for
children, as well as their families.
Staff begin to build relationships with children from the moment they start at the nursery,
helping them to settle quickly. They find out an array of information about each child,
including any individual requirements, interests, and any developmental milestones they are
working towards. Staff are caring, warm and attentive to children's individual needs and
routines. They adapt these for those who need it, such as babies and those who may face
barriers to their learning or wellbeing. Staff are respectful towards children and show
genuine care for them.

Needs attention
Children are supported to lead healthy lifestyles. They receive nutritious home-cooked
meals and snacks throughout the nursery day and have plenty of opportunities for physical
exercise, as well as rest. Older children enjoy learning about healthy foods and show delight
in preparing their own healthy puddings from fresh fruit. As well as educating parents and
carers, staff teach children about oral health and screen time. Leaders are looking to embed
this further within their curriculum.
Inclusion Expected standard
Those with lead responsibility for inclusion understand their roles and responsibilities. They
are eager to continue to enhance their knowledge through ongoing training, which leaders
also recognise and support. Those with overall responsible help provide ongoing guidance
to other staff, such as when they identify any gaps in children's development. In addition,
they have a secure understanding of various referral processes and work in collaboration
with the local authority. As a result, children typically receive the referrals they need to seek
specialist support and staff understand the importance of working closely with external
professionals.
Children who face barriers to their learning benefit from tailored plans. This guides staff to
prioritise areas of learning and focus support where it is needed most. As a result, staff
understand how to personalise routines and interactions to reflect each child's individual
needs. Generally, this helps these children to make steady progress. Staff work in
collaboration with parents and carers to support children at home and the nursery,
celebrating children's individual accomplishments together.
Leaders ensure any funding available is sought, reducing barriers for parents. They have
systems in place to monitor funds appropriately, ensuring they are spent in the best interests
of individual children. Staff help older children recognise that everyone is unique and learns
in different ways. This helps children form positive attitudes towards being inclusive.
Achievement Needs attention
Children's achievement across the nursery is not supported as well as it could be, due to the
inconsistencies in teaching they receive. At times, this restricts children's exposure to
teachable moments across all areas of learning and does not always support them to build
on their existing skills and knowledge. In addition, children do not always have access to
activities that are developmentally appropriate. This means on these occasion, groups of
children do not benefit from the learning intentions. This does not fully prepare children for
their next stage of learning.
Children do make progress from their starting points, particularly developing their physical
skills, which are generally well sequenced. Children develop confidence, social skills and
independence as they learn to do things for themselves. Older children make progress, for
instance, they access 'Marvin's Deli', a purposefully designed children's kitchen area, where
they learn about healthy foods and participate in food preparation and cooking activities.

Children join in with back-and-forth discussions, count how many pieces they have cut their
banana into, and enjoy tasting foods, sharing how they feel and taste. Children remain
focused and engaged and demonstrate enjoyment at trying new things.
Curriculum and teaching Needs attention
The quality of teaching children receive is inconsistent. Staff fully include children's interests
into planned activities and daily experiences and generally plan appropriate next steps for
learning. However, they do not support children to develop the breadth or depth of
knowledge they are capable of. For instance, staff do not always recognise teachable
moments, which means they do not build on or extend children's existing skills sufficiently.
The interactions children receive are often repetitive, asking closed questions, for example,
which limit's children's responses. In addition, staff do not always recognise when activities
need to be adapted to meet children's individual stages of development. For example, extra-
curricular activities that promote children's physical skills are too difficult for younger
children. Staff do not recognise this, so they do not adapt activities to be developmentally
appropriate. The weaknesses in teaching mean that children do not consistently make the
progress they are capable of.
The current leadership team understand that the quality of teaching is variable, and staff
require further support to develop their skills and confidence. They are aware that
improvements are needed to strengthen consistency in the delivery of the curriculum and
the quality of teaching that children receive.
Children do have opportunities to develop their physical skills. Babies confidently explore
age-appropriate physical-play equipment as they develop their core muscles. Older children
learn to manoeuvre their whole bodies as they enjoy the outdoor space and fresh air.
Children also develop their small muscles. For instance, babies squeeze, poke and
manipulate play dough. Older children carefully twist and turn puzzle pieces as they work to
achieve a shared goal. These opportunities help to develop children's coordination and
dexterity.
Leadership and governance Needs attention
There has been a change in ownership and significant changes in the leadership team since
the last inspection. Together, the current leadership team have a clear action plan in place to
bring about the required improvements. However, the current team have not yet had the
time they need to action these improvements to see the positive impact desired. As a result,
the current weaknesses and inconsistencies in staffs teaching practice and in turn, the
delivery of the curriculum, do not support children to make the progress they are capable of.
Leaders recognise the journey they are on and are passionate about their roles and are
committed to making the necessary improvements.
The leadership team have implemented a new supervision schedule for staff. Although in its
infancy, the supervision arrangements in place are designed to support staff's practice and
enhance their personal effectiveness. Staff report they are positive about the new leadership
team, and share that new leaders are approachable and supportive. Alongside the
leadership team, staff show enthusiasm to make change and to seek continual
improvement.

Partnerships with parents and carers have improved since the last inspection, positively
impacting children's continuity of care. Staff engage parents through an online platform,
promoting a positive two-way flow of information with families. Leaders have introduced a
lending library where parents can access a range of books to take home, further supporting
children's love of books and promoting the social interactions the sharing of stories brings.
Parents report positively on the changes and share they feel well informed.
What it's like to be a child at this setting
Children enjoy their time at this nursery, demonstrating a positive sense of belonging and
security. Generally, they enjoy a range of activities and play experiences that incorporate
their interests and support their engagement. However, there are weaknesses in the quality
of teaching across the nursery, which hinder the progress children can make. Although
leaders have identified this, due to significant changes in the leadership team, they have not
taken the necessary, prompt steps to make the improvements required.
Since the last inspection, leaders, alongside their staff team, have implemented an effective
key-person system. There are arrangements in place in the event their key person is not in
attendance, so children always have access to a familiar member of staff who knows them
well. Children confidently seek out staff to share play experiences and read stories, as well
as seeking comforting cuddles when needed. Children build warm, trusting bonds with their
key person as well as other staff. As a result, this helps all children, particularly the youngest
and those with special educational needs and/or disabilities, to form positive and trusting
bonds with staff. This support's children's overall emotional wellbeing.
Leaders recognise the benefits of regular attendance, ensuring children maintain their sense
of belonging and build attachments. The youngest children demonstrate confidence as they
explore their environment, supported by staff, who are a trusted base of reassurance. Staff
are positive role models and teach children how to keep themselves healthy and safe, as
well as supporting their growing social skills. Children develop a secure understanding of
behavioural expectations, develop their independence and learn how to form early
friendships and typically build on their communication skills. Leaders have improved their
communication with families, valuing their input and ensuring information sharing is
effective.

Inspector:
Natalie Moir
About this setting
Unique reference number (URN): 2803094
Address:
Roffey Children & Family Centre
Godwin Way
Horsham
RH13 6SQ
Type: Childcare on non-domestic premises
Registration date: 05/09/2024
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
support staff to raise the quality of teaching, enhancing
the delivery of an ambitious curriculum, to ensure it is
effective and fully supports all children to make the
progress they are cable of
01/07/2026
support staff to understand and recognise when
activities and experiences need to be adapted to match
children's individual stages of development.
01/07/2026
About this inspection
The inspector spoke with leaders, staff, including those with lead responsibility for
safeguarding and inclusion, parents, 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
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.

Registered person: BSR Childcare Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
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 3 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
100
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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