URN 2849143 · Inspected 2026-08-12 · Published 2026-09-16 · Inspector: Eloise Upfold
The Nursery School Company Storrington Unique reference number (URN): 2849143 Address: 24-26 West Street, Storrington, Pulborough, RH20 4EE Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2025 Registers: EYR Registered person: The Nursery School Company Limited Inspection report: 12 August 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 Children make strong progress from their individual starting points. They develop knowledge, skills and understanding across the areas of learning. Communication and language is a clear strength. Children develop their vocabulary through conversations, stories, songs and experiences that encourage them to talk about what they know and remember. For example, pre-school children discuss different sea animals and use the word 'habitat' correctly. One-year-old children recognise and name farm animals. In the baby room, practitioners respond well to children's non-verbal communication and model simple signals to support their communication. Children develop early mathematical knowledge through routines, play and focused teaching. They count, compare and use mathematical language in meaningful contexts. Children develop their physical skills through outdoor play, where they move, climb and explore. They also become increasingly independent as they manage personal care, use cups and cutlery, put on their shoes and take responsibility for themselves. Children with special educational needs and/or disabilities or other barriers to learning receive prompt support. Leaders identify needs early and work closely with families and other professionals to provide appropriate support. They review this support and consider its impact. Leaders use additional funding purposefully to meet individual needs. For example, they provide access to trips and resources linked to children's interests. This helps children broaden their knowledge, develop confidence and participate fully in the setting. Children develop the knowledge, skills and independence they need for their next stage. Leaders work closely with local schools to support transitions and understand the expectations for children as they move on. Local schools report that children are well prepared for school and eager to learn. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are central to the care provided. Practitioners build warm and responsive relationships with children. They know children's individual preferences, routines and needs well. Babies and younger children seek comfort from familiar adults. Practitioners respond sensitively to children's emotional and physical cues. Children develop independence through everyday care routines. They wipe their own faces and take part in their personal care. Practitioners consistently model consent during care routines, including nappy changes and physical support. Mealtimes provide opportunities for children to develop social skills and talk with adults and their peers. Younger children can continue their play until they are ready to eat. In pre-school, children sit together and talk about their day. Leaders and practitioners understand children's individual sleep needs and respond to signs of tiredness. They work closely with families to understand feeding and weaning needs and manage dietary and allergy requirements. Children have daily opportunities for physical activity and outdoor play. They use the extensive outdoor area, including covered sand and play spaces. Practitioners help children recognise and express their emotions. Emotional literacy forms part of the curriculum. They provide reassurance when children become unsettled. Leaders support newer practitioners and apprentices to build secure relationships with children. They adapt care routines and experiences for children who need additional support. As a result, children feel secure and develop confidence and independence. Inclusion Strong standard Leaders create an inclusive culture where they identify and respond to children's individual needs. They know children and families well. They use observations, discussions with parents and ongoing assessment to identify emerging needs. They put appropriate support and adaptations in place promptly. Practitioners adapt experiences so that children with additional needs or other barriers can take part fully. Individual plans and one-page profiles give staff clear information about how to support children consistently. Leaders review support with parents and change strategies when children's needs change. They work with speech and language services, the Child Development Centre and other professionals to secure specialist advice. They continue to pursue support when there are delays. Leaders use children's individual circumstances to promote inclusion. Children who speak English as an additional language can access books and information in their home languages. Practitioners use visual support, adapted routines and carefully planned transitions to meet children's needs. Leaders also use early years pupil premium funding to provide additional experiences and resources, such as trips and sports opportunities. They consider how these experiences improve children's confidence, communication and participation. Leadership and governance Strong standard Leaders have a clear vision for the nursery and have high expectations for children and staff. They know the setting well and understand its strengths and areas for development. Leaders use their knowledge of children, families and staff to make decisions that support children's care, learning and wellbeing. They have established clear roles and responsibilities and provide staff with appropriate support and guidance. Leaders prioritise safeguarding, inclusion and children's wellbeing. They work closely with families and other professionals to respond to children's individual needs. They monitor the use of additional funding and consider the difference this makes to children. Leaders also recognise the importance of staff development. They provide training, peer support and opportunities for staff to reflect on their practice. They have adjusted staffing and provided additional support as the nursery has grown. Leaders recognise that further work is needed to ensure greater consistency across the staff team. They have identified the quality of interactions and support for children's behaviour as areas for development. Leaders have taken action to address these areas, including targeted support for less experienced staff. Although this work is not yet fully embedded, Expected standard leaders understand the need to maintain consistent practice as the nursery continues to grow and are fully committed to improving these areas. Behaviour, attitudes and establishing routines Expected standard Children develop positive attitudes to learning in this calm and nurturing setting. They form positive relationships with adults and other children. They seek reassurance and support when they need it. Children engage in play, explore their environment and increasingly sustain their involvement in activities. Familiar routines help children understand what is expected of them. However, staff do not always explain why some behaviours are not acceptable. As a result, some children possibly do not fully understand why they need to change their behaviour or follow a particular expectation. Children participate confidently in mealtimes, personal care and transitions. They develop independence over time. Babies use open cups at mealtimes, while older children serve their own food. Staff model positive relationships and help children cooperate, share and take turns. They encourage children to use polite language and understand how their actions affect others. Staff recognise when children need additional support with communication, emotional regulation or transitions. They adapt their approach to meet children's individual needs. As a result, children develop confidence, independence and the skills to participate positively in the setting. Leaders promote regular attendance through positive relationships with families. They communicate closely with parents about children's needs and make appropriate adjustments to routines when needed. This helps children build familiarity with the setting and its routines. Curriculum and teaching Expected standard Leaders and staff understand the curriculum and have high aspirations for children. The curriculum builds children's knowledge and skills as they move through the rooms. Communication and language and independence are clear priorities. Staff develop mathematical learning through everyday experiences and focused teaching. Children learn mathematical language and use it in meaningful contexts. A dedicated curriculum lead supports staff and brings strong pedagogical knowledge and experience. Children enjoy a wide range of experiences. These include forest school and visits to the beach, a sea life centre, the library and local businesses, such as the local fishmonger. These experiences broaden children's knowledge, vocabulary and understanding of the world. Books are part of everyday life. Children choose a book from their bedtime box and share it with a practitioner before their nap. Babies turn the pages and handle books with care. Staff provide books outdoors and link them to children's learning. Staff know children well and use their interests to engage them. They talk with children during play, introduce new vocabulary and encourage children to share their ideas. For example, children talk about crabs and use the word 'pincer' during an activity linked to a story. They also handled a real crab from the local fishmonger. Staff use daily routines to develop children's independence. In the baby room, children find their own shoes and hats. Leaders recognise that the nursery's growth has created a need for greater consistency in teaching. They provide training, peer support and opportunities for staff to reflect on their practice. However, this work is not yet fully embedded. Staff do not always respond in the moment to extend children's thinking and learning. As a result, some opportunities to extend children's learning are missed. Leaders have adjusted staffing and provide targeted support to less experienced practitioners. They recognise that consistent teaching is important to ensure that all children achieve well. What it's like to be a child at this setting Children feel safe, secure and valued in this warm and nurturing nursery. They build secure relationships with practitioners and confidently seek comfort and reassurance when they need it. Practitioners know children well and respond sensitively to their individual needs. Babies and younger children communicate their needs through sounds, gestures and actions, and adults respond appropriately. Children develop confidence and independence as they make choices and take increasing responsibility for themselves. They confidently manage aspects of their personal care and take part in everyday routines. Children enjoy a broad range of experiences that build their knowledge, skills and understanding. They enjoy books, stories and songs and have many opportunities to talk with adults and share their ideas. Communication and language are woven through children's play and daily experiences. Older children develop their understanding of the world through visits to places such as the local fishmonger and wetland environments. They confidently recall previous experiences and use new vocabulary in their play and conversations. Children enjoy spending time outdoors and develop their physical skills as they climb, move, explore and play. They develop early mathematical understanding through everyday routines, play and focused activities. Children generally follow familiar routines and understand what is expected of them. They cooperate, share and take turns. They form positive relationships with their peers and enjoy playing together. Children learn to recognise and express their feelings and begin to understand how their actions affect others. Practitioners adapt experiences and routines to help children participate alongside their peers. Children who speak English as an additional language can access books and information in their home languages. Positive relationships Inspector: Eloise Upfold About this setting Unique reference number (URN): 2849143 Address: 24-26 West Street Storrington Pulborough RH20 4EE Type: Childcare on non-domestic premises Registration date: 27/06/2025 Registered person: The Nursery School Company Limited Register(s): EYR with families support continuity in children's care and learning. Children develop the confidence, independence and skills they need for their next stage, including starting school. Next steps Leaders should continue to strengthen the consistency of high-quality teaching so that all practitioners consistently respond in the moment to extend children's learning, ensuring that valuable opportunities to deepen children's understanding are not missed. Leaders should ensure that practitioners consistently explain to children why certain behaviours are not appropriate and help them understand what they could do. About this inspection The inspector spoke with named key roles, for example, leaders, practitioners, the special educational needs coordinator and assistants 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. 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 August 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 76 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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