Primrose House Montessori — Ofsted Nursery Tracker

Grades by area

Achievement

Strong standard

Children, including those with special educational needs and/or disabilities (SEND), or those who face other barriers to learning and/or wellbeing, make highly successful progress from their starting points. Children with SEND learn new ways to manage routines through visual 'now and next' boards to show them what activity will follow their current one. All children are well supported to understand their growing emotions. They learn to understand their own and others' feelings, such as through turn-taking and playing cooperatively during games. This supports children's growing social skills. Children are very well supported to develop new life skills. For instance, older children master essential independence skills as they learn to safely pour their own drinks from open jugs and practise using cutlery by cutting up their food at mealtimes. Children develop their own communication skills, learning new words and how to pronounce them. They enjoy stories and expand their knowledge as they practise their conversational skills, alongside learning more about their favourite books. All children receive support to become confident communicators. Children benefit from their physical development being heavily prioritised across the nursery, using age-appropriate equipment. For instance, in the garden, older children use a climbing wall and stepping stones to practise balancing. In the younger room, children practise their core muscle skills on a corner playhouse with steps and a slope. Children's personal, social and emotional development is also a main focus through daily activities. For example, children learn about feelings by using monster characters during their play. This helps children to learn how to talk about and manage their own emotions.

Behaviour, attitudes and establishing routines

Strong standard

Relationships between staff and children are incredibly warm and responsive throughout the nursery. Staff provide immediate reassurance to help children feel safe and learn how to manage their emotions. Staff teach children the expectations for their behaviour clearly and consistently. For instance, staff remind young children how to play safely on physical play equipment. Staff skilfully consider their use of tone, gesture and facial expressions to positively reinforce rules and expectations. This helps children as they learn right from wrong. Staff carefully consider each child's individual needs, age and stage of development when supporting them to maintain expectations. For example, they adapt their approach during daily routines by giving children who find it difficult to concentrate an active helper role or a chair next to the staff member leading the activity. This helps all children to engage and be included in group activities. Children have their voice listened to in some aspects of how the nursery is run. They learn to respect others even when they do not get their own way. Because of this, children play harmoniously and cooperate beautifully. For example, during a group activity, children independently make room so that other children can sit down. They receive warm praise from staff for being so kind. Leaders make sure that having a consistent approach to behaviour management is a top priority across the nursery. They have created a very clear action plan to give the team supportive training. For example, all staff have completed training that helps them to fully understand the potential causes of challenging behaviour, and how to respond. Leaders work very hard to promote the absolute importance of children's regular attendance and punctuality. They have strict monitoring systems in place to ensure that children always benefit from their full attendance.

Children's welfare and wellbeing

Strong standard

Leaders and staff prioritise children's welfare and wellbeing, implementing highly effective care routines. They actively change their approaches to help every child feel safe and included. For example, leaders work closely with health visitors and social services to track children's changing home circumstances. They work collaboratively to protect vulnerable children. Additionally, staff implement highly effective systems for children with food allergies and intolerances. There is a colour-coding system for aprons, plates and place mats at mealtimes so that children can eat safely alongside their friends. Daily care routines encourage children to build independent self-care skills and positive hygiene habits. For instance, children automatically wash their hands with minimal support before sitting down to eat. At lunch, staff teach babies to use cutlery, while older children independently serve their own meals and pour water from jugs into open cups. Staff teach children personal safety and risk awareness throughout the day. Furthermore, staff use age-appropriate stories and role-play games to teach children about road safety and how to stay safe online. This helps children's growing awareness of how to keep themselves safe. Key persons form deeply secure attachments with children from their very first day. Staff use calm tones and gentle cuddles to offer immediate comfort whenever children feel unsettled. This responsive care helps children to successfully learn how to recognise and manage their feelings. For example, staff appropriately teach children how to use 'kind hands' and 'listening ears' during their play. This helps children to build excellent skills in regulating their emotions and confidence.

Curriculum and teaching

Strong standard

Leaders maintain a clear view of teaching quality and use focused action plans to build consistency across the staff team. For example, all staff have received training in how to use music and movement in activities, as well as how to understand children's brain development. This has led to staff learning how to use music and movement as a proactive strategy to help children wait, listen and focus during activities. Leaders are very reflective on staff's practice, carrying out observations to make teaching even better. They provide advice and guidance to staff to continually strengthen their practice and interactions. Leaders have designed an adapted Montessori curriculum that combines traditional independent life skills with full coverage of the early years educational programmes. For example, children have opportunities to attend a designated Montessori space, as well as freely accessing other play and experiences, such as enjoying dress-up role play. Staff heavily prioritise communication and language in all interactions. Children receive support with how to say words and sounds more clearly. For example, staff model how to stick their tongues out to make the 'th' sound for the word 'Thursday', which children copy. Additionally, staff extend children's language during free-flow play. For instance, they introduce vocabulary relating to money into shopping games, such as by asking children how much items cost. Staff naturally weave mathematics into everyday play, which supports children's own enjoyment in this area. For example, children independently count out cards to 10, sharing them out with friends and adults. Staff extend the activity by asking children open questions, such as about how to share the leftover cards fairly. Staff skilfully adapt their teaching to support children with barriers to learning. For example, they blend both signing and spoken language when reading stories to help children who need extra support with communication. Staff's knowledge of the children and understanding of the curriculum implementation mean that children benefit from highly effective teaching. This enables children to continually build on what they know and can do, preparing them for future success.

Inclusion

Strong standard

Staff identify children's starting points within the first 2 weeks of them beginning at the nursery. Leaders have a very flexible approach, promoting a tailored settling-in process for each child. This supports children's emotional wellbeing. Staff identify children's barriers through thorough and prompt assessment processes. Leaders systematically put adaptations and support plans in place to reduce any barriers. For example, staff work with external specialists who support children who have complex medical needs in order to safely and consistently manage their needs. Children's progress is consistently monitored and updated on a regular basis. Staff make adaptations to how children with individual needs are assessed, in order to put in place achievable goals for all children. For example, staff break down learning outcomes, while remaining in line with the general assessment scheme, focusing on what matters to help each child learn and succeed. Leaders proactively make use of advice and guidance from the local authority and external professionals. For instance, leaders support staff to integrate ideas and targets shared by speech and language therapists into their nursery next steps. Leaders actively seek additional funding and use it meaningfully to support individual children. For example, leaders deploy additional staff at key times to support children as needed. They monitor the effectiveness of additional funding to ensure that it is having the desired impact on children's progress, as well as on their wellbeing.

Leadership and governance

Strong standard

Leaders maintain an accurate understanding of the nursery's strengths. Through regular time spent in rooms, leaders quickly identify development areas, and act on them swiftly. They have created a highly effective action plan to build consistency throughout the staff team. Leaders support staff to gain official qualifications, such as those for special educational needs coordinators. They enable these staff to join specialised local authority network groups. This allows the team to stay up to date and share expert knowledge across all rooms. It also ensures a completely uniform approach to supporting all children, particularly those who face barriers to their learning. The nursery recently joined a larger group. Leaders have used this change to strategically improve how the nursery runs every day. For example, they use the larger organisation's digital systems to manage staff training more effectively. Leaders successfully manage staff wellbeing and workload through targeted support, coaching and regular supervision sessions. Staff feel very well valued and report that leaders are approachable. This is evidenced by the long-standing and happy staff team. This supportive environment creates a culture of high expectations and continuous improvement. Staff consistently ask for, accept and offer feedback to continually raise the standard of their daily interactions. Partnerships with parents and carers and outside professionals are a major strength. Leaders maintain a highly effective two-way flow of information. This includes termly tracking and photos of children's progress sent directly to families. Parents, especially those of children with special educational needs and/or disabilities or those facing other barriers to their learning, particularly value the communication and guidance they receive. Leaders work diligently with health visitors and specialists through the referral process, ensuring these children secure vital support to thrive.

What it's like to be a child at this setting

Children show a genuine enthusiasm for being at the nursery, including children with special educational needs and/or disabilities (SEND), or those who face other barriers to their learning and wellbeing. Children arrive full of energy, eager to begin their daily routines and activities. They explore their surroundings with complete confidence, freely interacting with their friends and choosing their own activities independently. From the outset, children build secure bonds with familiar adults, receiving personalised comfort and reassurance whenever needed. This responsive environment ensures that every child feels a deep sense of belonging and safety. Children's learning is an active and joyful experience, with children remaining highly focused throughout the day. They develop excellent early communication skills through effective interactions with staff, who change their teaching to suit each child's level. Children also stretch their language skills during free-flow play, independently introducing new vocabulary into their games. Mathematical concepts are introduced naturally as children independently use number language and work together to solve real problems fairly. Children, including those with SEND, alongside those facing other barriers, thrive due to tailored teaching that allows them to hit vital milestones. This enables all children to smoothly navigate to the next stage of their education. Harmonious relationships and social courtesy are visible across all age groups. Children have a genuine voice in the nursery, forming their own 'council' to have their say, such as by voting on daily snacks and activities. Through these experiences, children learn to regulate their feelings and respect group decisions, even when they do not always get their own way. For example, during outdoor play, children work together beautifully. They show great courtesy as they take turns navigating the garden's climbing walls. They build long-lasting healthy habits and immense physical confidence. There is a focus throughout the nursery on independence. This ensures that all children are very well prepared for the next stage of their education, including school.

Next steps

About this inspection

The inspector spoke with leaders, staff, and parents and carers and engaged with 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.

About this setting

URN: 2877860
Address: The Kiln 76 Franklynn Road Haywards Heath West Sussex RH16 4DJ
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 20/11/2025
Registered person: Happy Days Day Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: West Sussex

Facts and figures

Age range at inspection: 0 to 4
Total places: 44

Data from 20 August 2026

Primrose House Montessori Unique reference number (URN): 2877860 Address: The Kiln, 76 Franklynn Road, Haywards Heath, West Sussex, RH16 4DJ Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2025 Registers: EYR Registered person: Happy Days Day Nurseries Limited Inspection report: 20 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, including those with special educational needs and/or disabilities (SEND), or those who face other barriers to learning and/or wellbeing, make highly successful progress from their starting points. Children with SEND learn new ways to manage routines through visual 'now and next' boards to show them what activity will follow their current one. All children are well supported to understand their growing emotions. They learn to understand their own and others' feelings, such as through turn-taking and playing cooperatively during games. This supports children's growing social skills. Children are very well supported to develop new life skills. For instance, older children master essential independence skills as they learn to safely pour their own drinks from open jugs and practise using cutlery by cutting up their food at mealtimes. Children develop their own communication skills, learning new words and how to pronounce them. They enjoy stories and expand their knowledge as they practise their conversational skills, alongside learning more about their favourite books. All children receive support to become confident communicators. Children benefit from their physical development being heavily prioritised across the nursery, using age-appropriate equipment. For instance, in the garden, older children use a climbing wall and stepping stones to practise balancing. In the younger room, children practise their core muscle skills on a corner playhouse with steps and a slope. Children's personal, social and emotional development is also a main focus through daily activities. For example, children learn about feelings by using monster characters during their play. This helps children to learn how to talk about and manage their own emotions. Behaviour, attitudes and establishing routines Strong standard Relationships between staff and children are incredibly warm and responsive throughout the nursery. Staff provide immediate reassurance to help children feel safe and learn how to manage their emotions. Staff teach children the expectations for their behaviour clearly and consistently. For instance, staff remind young children how to play safely on physical play equipment. Staff skilfully consider their use of tone, gesture and facial expressions to positively reinforce rules and expectations. This helps children as they learn right from wrong. Staff carefully consider each child's individual needs, age and stage of development when supporting them to maintain expectations. For example, they adapt their approach during daily routines by giving children who find it difficult to concentrate an active helper role or a chair next to the staff member leading the activity. This helps all children to engage and be included in group activities. Children have their voice listened to in some aspects of how the nursery is run. They learn to respect others even when they do not get their own way. Because of this, children play harmoniously and cooperate beautifully. For example, during a group activity, children independently make room so that other children can sit down. They receive warm praise from staff for being so kind. Leaders make sure that having a consistent approach to behaviour management is a top priority across the nursery. They have created a very clear action plan to give the team supportive training. For example, all staff have completed training that helps them to fully understand the potential causes of challenging behaviour, and how to respond. Leaders work very hard to promote the absolute importance of children's regular attendance and punctuality. They have strict monitoring systems in place to ensure that children always benefit from their full attendance. Children's welfare and wellbeing Strong standard Leaders and staff prioritise children's welfare and wellbeing, implementing highly effective care routines. They actively change their approaches to help every child feel safe and included. For example, leaders work closely with health visitors and social services to track children's changing home circumstances. They work collaboratively to protect vulnerable children. Additionally, staff implement highly effective systems for children with food allergies and intolerances. There is a colour-coding system for aprons, plates and place mats at mealtimes so that children can eat safely alongside their friends. Daily care routines encourage children to build independent self-care skills and positive hygiene habits. For instance, children automatically wash their hands with minimal support before sitting down to eat. At lunch, staff teach babies to use cutlery, while older children independently serve their own meals and pour water from jugs into open cups. Staff teach children personal safety and risk awareness throughout the day. Furthermore, staff use age- appropriate stories and role-play games to teach children about road safety and how to stay safe online. This helps children's growing awareness of how to keep themselves safe. Key persons form deeply secure attachments with children from their very first day. Staff use calm tones and gentle cuddles to offer immediate comfort whenever children feel unsettled. This responsive care helps children to successfully learn how to recognise and manage their feelings. For example, staff appropriately teach children how to use 'kind hands' and 'listening ears' during their play. This helps children to build excellent skills in regulating their emotions and confidence. Curriculum and teaching Strong standard Leaders maintain a clear view of teaching quality and use focused action plans to build consistency across the staff team. For example, all staff have received training in how to use music and movement in activities, as well as how to understand children's brain development. This has led to staff learning how to use music and movement as a proactive strategy to help children wait, listen and focus during activities. Leaders are very reflective on staff's practice, carrying out observations to make teaching even better. They provide advice and guidance to staff to continually strengthen their practice and interactions. Leaders have designed an adapted Montessori curriculum that combines traditional independent life skills with full coverage of the early years educational programmes. For example, children have opportunities to attend a designated Montessori space, as well as freely accessing other play and experiences, such as enjoying dress-up role play. Staff heavily prioritise communication and language in all interactions. Children receive support with how to say words and sounds more clearly. For example, staff model how to stick their tongues out to make the 'th' sound for the word 'Thursday', which children copy. Additionally, staff extend children's language during free-flow play. For instance, they introduce vocabulary relating to money into shopping games, such as by asking children how much items cost. Staff naturally weave mathematics into everyday play, which supports children's own enjoyment in this area. For example, children independently count out cards to 10, sharing them out with friends and adults. Staff extend the activity by asking children open questions, such as about how to share the leftover cards fairly. Staff skilfully adapt their teaching to support children with barriers to learning. For example, they blend both signing and spoken language when reading stories to help children who need extra support with communication. Staff's knowledge of the children and understanding of the curriculum implementation mean that children benefit from highly effective teaching. This enables children to continually build on what they know and can do, preparing them for future success. Inclusion Strong standard Staff identify children's starting points within the first 2 weeks of them beginning at the nursery. Leaders have a very flexible approach, promoting a tailored settling-in process for each child. This supports children's emotional wellbeing. Staff identify children's barriers through thorough and prompt assessment processes. Leaders systematically put adaptations and support plans in place to reduce any barriers. For example, staff work with external specialists who support children who have complex medical needs in order to safely and consistently manage their needs. Children's progress is consistently monitored and updated on a regular basis. Staff make adaptations to how children with individual needs are assessed, in order to put in place achievable goals for all children. For example, staff break down learning outcomes, while remaining in line with the general assessment scheme, focusing on what matters to help each child learn and succeed. Leaders proactively make use of advice and guidance from the local authority and external professionals. For instance, leaders support staff to integrate ideas and targets shared by speech and language therapists into their nursery next steps. Leaders actively seek additional funding and use it meaningfully to support individual children. For example, leaders deploy additional staff at key times to support children as needed. They monitor the effectiveness of additional funding to ensure that it is having the desired impact on children's progress, as well as on their wellbeing. Leadership and governance Strong standard Leaders maintain an accurate understanding of the nursery's strengths. Through regular time spent in rooms, leaders quickly identify development areas, and act on them swiftly. They have created a highly effective action plan to build consistency throughout the staff team. Leaders support staff to gain official qualifications, such as those for special educational needs coordinators. They enable these staff to join specialised local authority network groups. This allows the team to stay up to date and share expert knowledge across all rooms. It also ensures a completely uniform approach to supporting all children, particularly those who face barriers to their learning. The nursery recently joined a larger group. Leaders have used this change to strategically improve how the nursery runs every day. For example, they use the larger organisation's digital systems to manage staff training more effectively. Leaders successfully manage staff wellbeing and workload through targeted support, coaching and regular supervision sessions. Staff feel very well valued and report that leaders are approachable. This is evidenced by the long-standing and happy staff team. This supportive environment creates a culture of high expectations and continuous improvement. Staff consistently ask for, accept and offer feedback to continually raise the standard of their daily interactions. Partnerships with parents and carers and outside professionals are a major strength. Leaders maintain a highly effective two-way flow of information. This includes termly tracking and photos of children's progress sent directly to families. Parents, especially those of children with special educational needs and/or disabilities or those facing other barriers to their learning, particularly value the communication and guidance they receive. Leaders work diligently with health visitors and specialists through the referral process, ensuring these children secure vital support to thrive. What it's like to be a child at this setting Children show a genuine enthusiasm for being at the nursery, including children with special educational needs and/or disabilities (SEND), or those who face other barriers to their learning and wellbeing. Children arrive full of energy, eager to begin their daily routines and activities. They explore their surroundings with complete confidence, freely interacting with their friends and choosing their own activities independently. From the outset, children build secure bonds with familiar adults, receiving personalised comfort and reassurance whenever needed. This responsive environment ensures that every child feels a deep sense of belonging and safety. Children's learning is an active and joyful experience, with children remaining highly focused throughout the day. They develop excellent early communication skills through effective interactions with staff, who change their teaching to suit each child's level. Children also stretch their language skills during free-flow play, independently introducing new vocabulary into their games. Mathematical concepts are introduced naturally as children independently use number language and work together to solve real problems fairly. Children, including those with SEND, alongside those facing other barriers, thrive due to tailored teaching that allows them to hit vital milestones. This enables all children to smoothly navigate to the next stage of their education. Inspector: Rich LeRoy About this setting Unique reference number (URN): 2877860 Address: The Kiln 76 Franklynn Road Haywards Heath West Sussex RH16 4DJ Harmonious relationships and social courtesy are visible across all age groups. Children have a genuine voice in the nursery, forming their own 'council' to have their say, such as by voting on daily snacks and activities. Through these experiences, children learn to regulate their feelings and respect group decisions, even when they do not always get their own way. For example, during outdoor play, children work together beautifully. They show great courtesy as they take turns navigating the garden's climbing walls. They build long-lasting healthy habits and immense physical confidence. There is a focus throughout the nursery on independence. This ensures that all children are very well prepared for the next stage of their education, including school. Next steps Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help in order to realise a transformational impact on all children's achievement and wellbeing. About this inspection The inspector spoke with leaders, staff, and parents and carers and engaged with 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. Type: Childcare on non-domestic premises Registration date: 20/11/2025 Registered person: Happy Days Day Nurseries Limited Register(s): EYR 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 20 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 44 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