Mohair Centre Childcare

Mohair Centre Childcare
Unique reference number (URN): 2835329
Address: Mohair Centre, Brickfield Farm, Whitesmith, Lewes, BN8 6JG
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/03/2025
Registers: EYR, CCR, VCR
Registered person: Mohair Centre Ltd
Inspection report: 10 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
Achievement Strong standard
All children are ready for their next steps in learning. Independence is nurtured from the
earliest age. Babies begin by learning to feed themselves, while toddlers develop
confidence in dressing themselves, such as putting on their own wellies. The oldest children
learn essential hygiene routines, including washing their hands thoroughly after touching the
animals, developing their understanding of how to keep themselves healthy.
Across all age groups, children, including those with special educational needs and/or
disabilities, those known to social care or those who have barriers to their learning, show
very positive attitudes to learning. They engage for long periods, demonstrating curiosity,
focus and a desire to explore. Their play is purposeful, and they approach new experiences
with enthusiasm and intrigue.
Children develop strong early literacy skills. They enjoy listening to stories being read and
actively participate, predicting what might happen next and discussing their ideas
articulately. These rich conversations deepen their understanding and strengthen their
communication skills. Children make rapid progress and gain the confidence, independence
and knowledge needed for the next stage of their learning journey.
Behaviour, attitudes and establishing routines Strong standard
Children are very well behaved and demonstrate positive attitudes throughout the day.
Leaders support staff to have a consistent approach to ensure children have a clear
understanding of the behaviour boundaries in the setting, offering consistent praise and
encouragement to reinforce their high expectations. This helps children to feel secure,
confident and motivated to behave well.
Staff skilfully adapt their expectations for children who have barriers to their learning. For
example, they recognise when some children need to move their bodies and adjust their
approach during group story times, ensuring these children have resources that support this
movement but remain involved in the activity. This sensitive, flexible approach supports
every child to manage their behaviour successfully.
Children form positive relationships with their peers. They often work together to achieve
shared goals, listening to each other's ideas and sharing their own. Staff sensitively support
this cooperation, allowing children the freedom to make choices in activities while stepping
in as needed to guide turn-taking, negotiation and problem-solving. These interactions
strengthen children's social skills and emotional development.
Attendance is monitored closely and followed up well. Leaders work with parents to help
them understand the importance of regular attendance and the role of effective home
routines in preparing children for school. This partnership approach ensures children benefit
fully from the learning opportunities available and are well prepared for their next stage in
learning.

Children's welfare and wellbeing Strong standard
Children's wellbeing is consistently considered and supported. They have ample opportunity
to be outdoors, which creates a sense of calm and freedom. Leaders and staff continuously
monitor the environment to keep children safe, and leaders ensure this vigilance is
maintained to a high standard. Children are taught about potential hazards they may
encounter on the farm, such as stinging nettles. Staff help children to learn to recognise
these plants and understand why they should not be touched, building early awareness of
keeping themselves safe.
Children form positive, trusting relationships with staff. Staff are extremely attentive,
constantly engaging and interacting with children to meet their needs and support their
emotional security. Babies settle quickly because they know their needs will be responded to
with warmth and consistency. Sleep routines are managed thoughtfully. Staff adapt to
younger children's individual routines and ensure that those who sleep for longer periods of
the day do not miss out on valuable activities, maintaining a balance between rest and
learning.
Mealtimes are calm, social and well supervised. Children are offered healthy choices of food
and staff encourage conversation, helping children to develop social skills and enjoy the
shared experience of eating together.
Curriculum and teaching Strong standard
The curriculum is highly inclusive and meets the needs of all children. Staff adapt to
children's needs. However, these adaptations are usually very minor due to the setting
allowing for children to learn at their own pace and through their own interests.
Leaders ensure that the curriculum is of consistently high quality. Children learn from their
experiences, spending lots of time in the outdoors exploring nature, problem-solving and
developing their understanding of the world around them. Leaders support staff to reflect on
their teaching and adapt practice in response to the changing needs of the children.
The curriculum is carefully sequenced to build on what children already know. For example,
all children interact with the animals, but their knowledge develops progressively. Babies
begin by pointing to and watching the animals before learning their names, the sounds they
make and their features. Older children deepen this understanding by learning how to care
for the animals and exploring lifecycles.
Staff interactions are highly effective in supporting learning. Staff choose their involvement
with intention, for example, encouraging children to explore number as they look at different
coloured leaves or introducing new vocabulary as they investigate the natural world. This
purposeful teaching is consistent across the setting.
Children engage in sustained shared thinking, supported by staff who encourage problem-
solving and collaboration. For example, when creating an obstacle course, children work
together to decide which items will work best. Staff prompt them to negotiate how to move a

heavy log and to test their ideas. Children learn about mathematical concepts and develop
their reasoning skills and teamwork.
Inclusion Strong standard
Children with special educational needs and/or disabilities, those known to social care or
those who have barriers to their learning are supported well through carefully planned,
targeted support plans. Staff have detailed knowledge of each child's developmental stage
and use this to shape precise, meaningful support. They rigorously monitor progress and
ensure children are taught the skills they need to move forward confidently.
When staff identify that a child requires additional help with communication, they respond
swiftly and effectively. They use signing to support understanding and expression and make
timely referrals to secure specialist input that strengthens children's speech and language
development.
The setting ensures that every child can thrive. All children take part in every aspect of the
provision. For example, all children explore the farm and interact with the animals, with
activities adapted to meet their individual needs. Staff adjust their practice, provide
additional support and change how they do things so that every child can participate fully.
A wide range of professionals work alongside the setting, offering guidance that staff use to
effectively implement targeted strategies tailored to each child. Early years pupil premium
funding is used effectively to remove barriers to wellbeing and learning. As a result of this
coordinated, responsive support, children make rapid progress from their starting points.
Leadership and governance Strong standard
Leaders have a thorough understanding of the setting and have clear, rigorous plans to
continue to strengthen practice. Leaders work closely to make decisions that keep children
at the heart of the provision and ensure staff are well supported. This shared approach
creates a culture of high expectations and professionalism, where staff understand what is
expected of them and feel confident in their roles.
Leaders actively support staff to develop their knowledge. They provide regular opportunities
for reflection during meetings and encourage staff to complete further training and
qualifications. This commitment to professional growth ensures teaching remains highly
effective and consistent across the setting.
Staff receive regular supervisions that help them to reflect on their practice, identify
strengths and consider areas for development. Leaders' constructive guidance and
reassurance help to maintain high standards of teaching and care.
Leaders engage effectively with a range of professionals, including school teachers, to
support children's development and smooth transitions to other settings. This collaborative
approach ensures children are well prepared for their next steps. Partnerships with parents
further enhance children's learning and development. Leaders consistently engage with
families to ensure children thrive. Parents report that they value the sense of community

within the nursery and that leaders work alongside them to ensure their children are happy
and well supported.
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 are happy and content in this calm, nurturing setting, where daily interactions with
farm animals form a part of the routine. The atmosphere is unhurried, giving the children the
space to explore, wonder and develop at their own pace.

Inspector:
They spend long periods outdoors in the extensive natural environment, discovering insects,
observing seasonal changes and talking with staff about the world around them. Even the
youngest children visit the farm, watching the animals closely and helping to feed them,
building confidence and curiosity.
Children engage in sustained explorative play, following their ideas and testing out their
thinking. They work together to solve problems and negotiate roles, developing strong social
skills and positive relationships. Their play is purposeful, supported by an environment that
invites investigation and imagination.
Children experience interactions that feel thoughtful and intentional. Through these, they
have frequent opportunities to extend their learning as they talk, hear new language, explore
ideas and respond to questions. Children feel secure approaching staff for comfort, support
or to share their discoveries, showing the trust and confidence they have in the adults who
care for them.
Although children spend much of their time outdoors, the indoor spaces are equally inviting.
A wide variety of well-chosen resources support children's learning across all areas of the
curriculum, enabling them to make independent choices and follow their interests. The
balance of calm indoor areas and rich outdoor experiences ensures that children are deeply
engaged throughout the day.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of disadvantaged children,
those with special educational needs and/or disabilities, those who are known or
previously known to children's social care, and those who may face other barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with leaders, staff, the special educational needs and disabilities
coordinator, the designated safeguarding lead and parents 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.

Amelia Abdullah
About this setting
Unique reference number (URN): 2835329
Address:
Mohair Centre
Brickfield Farm, Whitesmith
Lewes
BN8 6JG
Type: Childcare on non-domestic premises
Registration date: 24/03/2025
Registered person: Mohair Centre Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: East Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 June 2026
Children numbers
Age range of children at the time of inspection
1 to 11
Total number of places
71

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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