Maggie's Day Nursery Polegate

Maggie's Day Nursery Polegate
Unique reference number (URN): 2798362
Address: 99 Station Road, Polegate, BN26 6EB
Type: Childcare on non-domestic premises
Registered with Ofsted: 17/09/2024
Registers: EYR
Registered person: Maggie's Day Nursery Ltd
Inspection report: 16 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
Behaviour, attitudes and establishing routines Strong standard
All staff are extremely positive role models and have high expectations of children's
behaviour and attitudes. Children respond to these expectations without question. Children
confidently inform adults about a sequence of activities; 'we wash our hands, have snacks
and then go outside to play'. This is very clearly demonstrated when children independently
form an orderly queue, without reminders, to wash their hands with no disruption or
argument.
All children fully understand and follow the rules without question. For example, they know
to put their plates and bowls in a designated place after eating. Older children provide good
examples of the expectations for younger children. They willingly cooperate when tidying up,
clearly understanding the routine. Outside, older children are careful and considerate around
the younger children, taking care not to bump into or hurt them. They engage in ball games
together, taking turns to throw and catch.
Children play well together and take pleasure in each other's company, as well as enjoying
interacting with staff. They pass each other resources and take turns to add another sand
castle to the tower. Relationships are warm and trusting between staff and children. They
chat together amicably at mealtimes about their activities and experiences, both in and out
of the nursery. Children happily go to adults for reassurance, hugs and to share their ideas.
Leaders conduct monthly audits of absences and accidents to identify any patterns. They
immediately follow up any unexplained absences.
Achievement Expected standard
All children make expected progress from their starting points, including those with special
educational needs and/or disabilities and those in receipt of additional funding. Children are
not consistently supported to make the best possible progress in every area of their learning
because staff do not routinely extend and build on what children know and can do. For
example, staff do not consistently provide additional resources for children to choose from to
support their mark making in the sand. Younger children participate in the singing of rhymes,
performing the actions with enthusiasm. Older children enjoy listening to stories but are not
routinely given opportunities to discuss the characters and their actions to help to support
their understanding and sequence of events.
Children develop skills to support them to be ready for their next stage of learning, such as
school. For instance, children confidently communicate their thoughts and needs. Overall,
children who need help with communication and language skills are supported to make
progress in relation to their starting points. Children build towers with bricks, developing the
mathematical language of comparison.

Children have a clear understanding of expectations in the nursery and at school. For
example, children are cooperative, share and take turns without reminders. They have a
clear understanding of routines and follow these.
Children's welfare and wellbeing Expected standard
All children are happy and confident. Staff successfully create a safe and welcoming space,
which helps to ensure that children feel secure and enables them to make progress in their
learning. Staff ensure that all children are engaged in enjoyable activities. Modelling dough
is a favourite of the children, hence, staff ensure it is available, providing opportunities for
children to develop strength in their fingers in preparation for writing. The youngest children
love to explore the different textures of the balls in the ball pit, such as smooth and furry.
All children have a key person, supporting them in feeling safe and secure. They explore
emotions through the use of books, helping them to recognise and deal with feelings, such
as anger. At mealtimes, children look at the pictures of the caterpillar and discuss which of
the different foods the caterpillar eats are healthy. Children are clear that cakes and biscuits
are not good for their teeth. Sleep and personal care routines are well managed throughout
the setting. Staff work with parents to ensure consistency between home and nursery in
terms of toilet training and weaning.
Curriculum and teaching Expected standard
Leaders have introduced a new planning format to ensure that the curriculum is embedded
and gives equal weight to all areas of learning. Staff use assessments to ensure they plan
suitable activities to support children's learning. Children are focused and engaged in their
learning. However, at times, staff do not provide opportunities or additional resources for
children to extend their learning, including their communication and language skills.
Consequently, there are occasions when children do not effectively build on what they
already know and can do.
All staff know the children well. Next steps are identified for each child and displayed so that
all staff are aware of what children need to know next.
Overall, staff support children, including those with special educational needs and/or
disabilities, to develop their communication and vocabulary skills. For example, staff work at
the child's level to enable them to observe the movement of the mouth. Staff speak clearly,
modelling correct pronunciation. The youngest children enjoy singing rhymes and simple
songs with actions, which they participate in. Children benefit from the use of signing and
visual prompts.
Staff support all children to develop skills to help prepare them for school. For example,
children are encouraged to manage their feelings, take turns and follow routines.
Inclusion Expected standard
Leaders and staff identify the needs of all children, including those with special educational
needs and/or disabilities. Staff routinely assess and monitor children's progress through

observations, and plan appropriate activities to meet their individual needs. Staff complete
relevant training, such as recognising the potential signs of autism. They seek advice from
outside agencies to support children to achieve and reduce barriers to learning. For
example, staff make use of suggestions from other professionals to support children with
communication and language difficulties.
All staff have established positive links with families. There are consistent strategies used at
home and in the nursery to support children, such as toilet training and the use of dummies.
Regular use is made of visual prompt cards and time lines to support children with barriers
to their learning.
Leaders use additional funding effectively. Resources are purchased to support children's
interests in nature, allowing children to watch the growth and development of ladybirds,
eventually releasing them into the garden. Other resources to encourage children's
independence in managing their personal care have been bought.
Leadership and governance Expected standard
Leaders are evaluative and reflective on practice. They identify areas they wish to develop,
for instance the enhancing of provision for literacy. Leaders encourage all staff to share
ideas as to how provision can be improved to meet the needs of all the children. They
celebrate the changes they have made, such as the development of planning to ensure
effective coverage of all areas of learning and next steps for children. This contributes to the
steady progress children make in their learning. Children who attend another setting are
settled, happy and make progress. Staff talk to the setting they attend and ensure a
consistency of approach to children's learning and care.
Staff wellbeing is supported effectively and leaders ensure staff workload is manageable.
Staff have access to training to support their own interests as well as enhancing their
practice. They benefit from monthly meetings to discuss their practice, and how to improve,
training and wellbeing needs. Leaders and staff successfully establish a positive partnership
with parents. For example, they keep them fully informed of their children's learning and next
steps through the online facility. Parents and staff work well together to establish a common
approach to goals, such as toilet training and the use of dummies, eliminating confusion for
the child.

What it's like to be a child at this setting
All children, including those with special educational needs and/or disabilities or those who
are in receipt of additional funding, are happy and confident in this safe and welcoming
nursery. They make expected progress in all areas of their learning. Children enjoy the wide
range of activities staff provide, which reflect the 7 areas of learning. All staff know the
children, their abilities and next steps well.
There are effective partnerships with parents. Information about children's next steps is
shared through the online platform. Parents and key persons work together to ensure a
consistent approach to children's learning and care. This helps staff plan activities that
interest the children and supports them in developing independence and readiness for the
next phase of their education. This is evident when children show an interest in hairdressing
and use their play to manage this area of their personal care.
Children manage their feelings effectively. They respond positively to the high expectations
of staff, fully understanding the routines of the nursery. For example, children talk about
washing their hands before snack, eating snack and then going outside to play. Children of
all ages and abilities behave well and are respectful to each other and to the adults. Staff
are positive role models, exhibiting good manners, including the use of please and thank
you. All children, including the youngest, learn to use signs to communicate their needs.
Children, including the most vulnerable, are further supported through the use of visual
prompts. The similarities and differences between cultures are celebrated. Children explore
artefacts from other cultures and learn simple words and phrases from different languages
spoken by their friends in the nursery. This helps all children to develop a sense of
belonging.
Attendance is rigorously tracked and absences are followed up, ensuring that staff know
why children are absent, minimising any safeguarding concerns.
Next steps
Leaders should further build on what children know and can do to maximise their
progress.
Leaders should provide a wider range of situations for children to develop and expand
their communication and language skills.
About this inspection
The inspector spoke with leaders, the special educational needs coordinator, staff members
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:
Jill Thewlis
About this setting
Unique reference number (URN): 2798362
Address:
99 Station Road
Polegate
BN26 6EB
Type: Childcare on non-domestic premises
Registration date: 17/09/2024
Registered person: Maggie's Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00
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 16 June 2026
Children numbers
Age range of children at the time of inspection
1 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.
A quality assurance visit by an additional inspector was carried out at this inspection.

Total number of places
45
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.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.

Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright