Maggie's Day Nursery Bexhill

Maggie's Day Nursery Bexhill
Unique reference number (URN): 2779183
Address: 92 London Road, Bexhill-on-sea, TN39 3LE
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/02/2024
Registers: EYR
Registered person: Maggie's Day Nursery Ltd
Inspection report: 4 February 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.

Needs attention
Achievement Needs attention
Due to the weaknesses in curriculum and teaching, children do not have the opportunity to
make the progress they may be capable of in all areas of learning. Children have some
opportunities to develop their communication and language skills, for example through
stories being read to them and group singing times. However, not all activities sustain
children's attention, and they become distracted and wander off. These times are not
purposeful enough to ensure that children really benefit from the teaching aims. Children
with special educational needs and/or disabilities do not fully benefit from consistent
implementation of the support they need to access the full curriculum. As a result, all
children do not gain key skills to support their future learning, including for when they move
to school.
Behaviour, attitudes and establishing routines Needs attention
Staff do not focus sharply enough on what they need to do next to ensure that the routine
flows smoothly for children. For example, too many staff focus on cleaning up after snack,
which does not leave enough staff to support children for the next change of activity. At
these times, children become bored and their behaviour deteriorates. Staff are not
consistently aware of this, and therefore, they do not offer the support that children need or
comfort children who have become hurt by others. Staff do not always recognise what they
could do to help plan activities that positively impact on children's behaviour. For example,
children continually argue over a pan in the mud kitchen and throw sand in the garden.
When staff observe this, they attempt to address the concerns but do not take steps to help
to lessen future arguments or support better engagement in play. This leaves children,
including those with special educational needs and/or disabilities and who may face barriers
to achievement, with unclear behaviour expectations or an understanding of how to play
better with each other. Children and staff have suitable relationships.
Leaders promote children's attendance at the setting. They follow up with parents and
carers if children do not attend to support children and families' wellbeing.
Children's welfare and wellbeing Needs attention
The key-person approach is not fully effective. Staff are not always based in the same age
group as their key children. This means that they are not able to ensure that the agreed
support for children's individual learning, including those with special educational needs
and/or disabilities and those facing barriers to achievement, is implemented effectively.
Despite this, children are settled at the setting and enjoy nurturing relationships with staff.
For example, young children enjoy cuddles with staff when they feel tired.
Due to weaknesses in how staff support children's behaviour, there are gaps in learning
opportunities for children to learn to understand and manage their emotions. Children have
an awareness of their own health and know to wash their hands before eating. Staff support

children to have daily opportunities to play outside to support their physical development.
For example, children show that they like to jump off items in the garden.
Staff are responsive to children and babies' individual routines. For example, they work with
parents and carers to establish children's food preferences at home and introduce these in
the setting. Babies' personal sleep routines are followed, and staff adapt well to the
changing needs of the babies in the setting.
Curriculum and teaching Needs attention
Despite the curriculum being planned to cover all areas of learning, the implementation of
the curriculum is too variable across the setting to ensure that children fully benefit. The new
staff team does not have a clear understanding of the curriculum, including for mathematical
development. For example, a key theme of the curriculum is for children to be independent
to support their personal, social and emotional development. Some aspects of this can be
seen, such as when children get their own drinks during lunchtime and when they choose
their own cutlery. However, often, staff complete tasks for children that they are able to do
for themselves.
Some children have access to activities that extend their learning. For example, older
children carefully use scissors to cut around paper flower petal shapes. They take their time
to neatly place the petals on the flower. However, these activities are not consistent enough
across all age groups and available for all children to access throughout the day, including
those with special educational needs and/or disabilities and who may face other barriers
towards learning. The variation in learning opportunities means that children do not typically
have key areas of development built on enough, such as in their communication and
language development.
Staff give children some learning opportunities through the day to occupy them. However,
they do not support children's development consistently through meaningful learning
opportunities. Staff do not always purposefully teach children to develop their skills further.
For example, staff reflect children's language as they play but do not typically add additional
language or new ideas to support children's development further.
Inclusion Needs attention
Although leaders have secure processes in place for identification of support for children
with special educational needs and/or disabilities (SEND) and for children facing barriers to
achievement, the implementation of the support is inconsistent. Staff do not typically give
the support that children need to be able to access the full curriculum. This means that
children do not always get the help they need to fully take part in activities. Therefore, their
opportunities to make progress are limited. Consequently, any assessments do not
accurately reflect the impact of any additional support.
Leaders and staff receive training to support their understanding of how to support children
with SEND. They work well with other professionals to gain information and input. However,
information-sharing with parents and carers does not typically include more specific
information about children's development and progress. Some strategies, that are meant to

be in place in the setting, are not consistently shared with parents to support a shared
approach.
There are no clear processes to understand children's overall language development for
children who speak English as an additional language. As a result, staff are not able to
accurately assess children's overall development to understand how to provide further
support. Leaders use additional funding for children appropriately to gain additional
resources. The impact of this is yet to be seen due to the timescales of when it was
received.
Leadership and governance Needs attention
Leaders are aware of what it is that they would like to achieve in the setting. However, the
impact of these aims is not yet evident. For example, although staff receive direction from
leaders day to day, there are not secure systems in place to closely monitor staff practice to
identify gaps in teaching to drive improvement. This leads to gaps in teaching that mean that
not all children, including those with special educational needs and/or disabilities or who
face barriers to achievement, receive the support they need to succeed. Leaders have plans
in place to develop this aspect of their practice.
Leaders make decisions with the best interests of children in mind. However, a recent
change of staff team, including some of the leadership team, has posed some challenges for
building further development within the team. Parents and carers share that their children
enjoy attending and like the staff at the setting.
Staff report effective levels of support from leaders. This takes the form of supervision
meetings and training opportunities. For example, staff recently completed safeguarding
training to secure their knowledge of reporting procedures. In addition, recent changes to
risk assessment procedures have positively contributed to children's safety within the
setting.
What it's like to be a child at this setting
The weaknesses in the teaching of the curriculum mean children do not consistently benefit
from high-quality teaching and learning opportunities in all areas of learning. When
opportunities for greater engagement in learning arise, children enjoy taking part in
activities. For example, they mix paint to create their own pictures. Babies enjoy learning to
climb on soft play. However, these opportunities are not consistently available to all children,

including those with special educational needs and/or disabilities and those facing barriers
to achievement. This is due to the lack of individual support through agreed strategies to
enable all children to have the same opportunity to access the curriculum. This includes
children who speak English as an additional language. There are limited processes to
understand their development in their first language in order to support their overall
communication and language development effectively. This impacts on all children's ability
to achieve in all areas of learning.
Children have suitable relationships with staff. For example, children are keen to show staff
what they are doing and bring them toys. Generally, children enjoy the company of other
children. However, at times, when routines do not run smoothly and children do not receive
the support that they need, their behaviour becomes disruptive. As a result, relationships
between children become fractious and they begin to argue.
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
implement an effective key-person approach to ensure
that children receive tailored support to meet their
individual needs
05/03/2026
ensure that the curriculum is implemented consistently
so staff are able to support children to access
purposeful play and learning opportunities in all areas of
learning
05/03/2026
provide further support to staff to consistently
implement agreed strategies for individual children with
special educational needs and/or disabilities to support
them to make progress
05/03/2026
implement closer monitor of staff teaching to identify
gaps in teaching and children's learning opportunities to
help them make progress in their development
05/03/2026
develop partnership working with parents and carers to
ensure that there is a two-way flow of information
regarding children's learning and development to help
create continuity of care and learning
05/03/2026
implement a process for identifying children's language
development for those who speak English as an
additional language, to ensure that children's overall
05/03/2026

Inspector:
Sarah Taylor-Smith
About this setting
Unique reference number (URN): 2779183
Address:
92 London Road
Bexhill-on-sea
TN39 3LE
Type: Childcare on non-domestic premises
Registration date: 05/02/2024
Registered person: Maggie's Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: East Sussex
Action Completion Date
development can be understood and planned for
appropriately
implement a suitable approach to help children learn
about the behaviour that is expected of them.
05/03/2026
About this inspection
The inspector spoke with leaders, staff and the special educational needs and/or disabilities
coordinator 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
50
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.

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