Snowdrop House Montessori Nursery

Snowdrop House Montessori Nursery
Unique reference number (URN): 2876864
Address: Snowdrop House Nursery, Franklands Village, Haywards Heath, RH16 3RS
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/11/2025
Registers: EYR
Registered person: Happy Days Day Nurseries Limited
Inspection report: 4 September 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
Children arrive at the nursery ready to learn. They settle quickly and become busy and
highly engaged in their play. They show curiosity and sustained focus during activities, such
as searching in sand for photos of their peers and experimenting with water. These
experiences help to develop positive attitudes to learning.
Staff have high expectations for children's behaviour. Children are supported to understand
the nursery's boundaries through clear explanations and consistent routines. Staff use
praise and encouragement to reinforce expectations, helping children to understand what is
required of them. Children follow instructions well and respond positively when staff help
them to understand the consequences of their actions. For example, staff show children how
to roll balls to each other indoors rather than throw them, supporting them to make safe and
considerate choices.
Staff adapt their approach to meet the needs of individual children. Children who speak
English as an additional language are supported through picture cards and visual cues,
helping them to understand routines and expectations. This ensures that all children can
participate confidently and feel secure in the environment.
Attendance is monitored closely for all children. Leaders work with parents to help them to
understand the importance of consistent routines, supporting children to attend regularly and
benefit fully from the learning opportunities on offer.
Achievement Expected standard
Children are well prepared for their next stage in learning. They develop the skills they need
as they move through the nursery, including independence, social skills and communication.
These foundations help children feel secure, capable and ready for new challenges when
transitioning on to the next room.
Children show that they are ready to learn. They listen well to instructions, follow routines
and eagerly participate in activities. Children independently choose the materials they want
to use, demonstrating autonomy and a growing ability to make decisions about their
learning.
Children demonstrate resilience in their learning. For example, when building a tower of
blocks that should descend in size, children notice when a block is out of order and correct it
independently. Children enjoy looking at books and listening to stories. They predict what
might happen next and talk about what they see in the illustrations, showing confidence in
expressing their ideas.

Children develop self-care skills that progress as they move through the age groups. Babies
and toddlers learn to feed themselves and make simple choices, while older children wash
their hands, wipe their own noses and manage simple routines independently. These skills
support children to be ready for their transition on to school.
Children's welfare and wellbeing Expected standard
Children are safe, happy and well cared for in this nursery. Staff supervise children well,
ensuring they have the support and reassurance they need throughout the day. However,
leaders have identified some inconsistencies in staff practice and have put plans in place to
strengthen and embed greater consistency across the team, ensuring that procedures are
robustly followed. As a result, children benefit from increasingly reliable routines and
interactions that promote their wellbeing.
Staff know the children well and respond to them with respect and sensitivity. Interactions
reflect an understanding of children's feelings and preferences. For example, staff ask
children before wiping their faces or taking them for nappy changes, helping them to feel
secure, respected and involved in their own care.
Sleep routines are well organised. Children are gently soothed to sleep, and staff monitor
them regularly to ensure they remain safe and comfortable. The sleep environment is calm,
helping children to rest and drift off to sleep. Transitions are managed effectively. When
children start at the nursery, they are offered settling-in sessions that are tailored to their
needs. As children move through the nursery, staff share information to ensure continuity of
care and smooth transitions.
Staff understand children's individual needs well. Care plans for children with medical needs
are shared with relevant staff, ensuring they know what action to take to keep children safe.
This careful communication supports children's welfare and ensures that their needs are
met.
Curriculum and teaching Expected standard
Leaders have a clear understanding of the differences in staff's teaching skills and levels of
interaction across the nursery. They have reviewed staffing deployment to ensure there is a
balanced mix of strengths in each room. This work is still in its early stages and some staff
are continuing to build their confidence and consistency in teaching.
Although staff interactions vary in quality, they generally support children well. For example,
staff count with children as they play in the sand, extend children's sentences to model more
complex language and help children to learn new vocabulary by breaking tricky words down
into syllables. Children enjoy a varied and engaging curriculum, enriched by the nursery's
incorporation of Montessori teaching methods. These approaches are woven throughout
each day, supporting children to follow their interests, make independent choices and
engage in purposeful learning.
All children, including those with special educational needs and/or disabilities, with barriers
to their learning and those known to social care, are supported to engage in activities that
help them to progressively learn new skills as they move through the nursery. Staff

understand the importance of sequencing learning and provide opportunities for children to
build on what they already know and can do.
Inclusion Expected standard
All children are included in every aspect of the day. Staff know children well and ensure that
each child can participate meaningfully in routines, activities and learning experiences.
Children who use wheelchairs or standing frames are supported sensitively so they can join
in alongside their peers. Staff adapt spaces and resources, ensuring that all children have
opportunities for exploration and interaction.
Children with barriers to their learning are supported through high-quality interactions and
teaching. Staff build children's communication skills through songs, stories and rhymes,
modelling language clearly and providing repeated opportunities for children to listen and
respond. Strategies such as now-and-next boards help children to understand routines,
manage transitions and develop self-regulation skills.
Staff use ongoing observations and targeted assessments, particularly for communication
and language, to identify when children may need additional help. Where children require
more tailored support, leaders work with staff to identify activities that would close gaps in
learning. More individualised targeted interventions would further support children to learn
and develop the skills they need for their next steps in learning and ensure that support is
precisely matched to each child's needs.
Visual cues are placed around the room to help children who speak English as an additional
language to communicate their needs. Key words in children's home languages are
displayed for staff, enabling them to communicate more effectively with children. As a result
of this inclusive practice, all children make steady progress from their starting points and are
supported to participate fully.
Leadership and governance Expected standard
Leaders have evaluated the provision effectively and identified clear areas where practice
can be improved. They have developed plans to ensure these improvements take place and
although these are in the early stages of implementation, positive development is beginning
to become evident across the nursery.
Staff feel well supported in their roles and their professional development. They report that
they have seen improvements in the consistency of policies being applied which has
improved teamwork and morale. Leaders provide regular opportunities for staff to share their
views through supervisions, making them feel valued within the team.
Staff access training through an online platform, which helps them to develop their
knowledge and keep up to date with early years practice. In addition, leaders offer
opportunities for staff to gain professional qualifications and complete specialist training,
such as forest school, supporting the development of effective teaching skills across the
nursery. These opportunities help staff to strengthen their practice.

Communication with parents is managed effectively. Parents share that they receive regular
updates about their children's development and feel well informed. When gaps in learning
are identified, leaders engage parents to gather relevant information and strategies to
support children's progress at home. Leaders work closely with other professionals, such as
speech and language therapists and physiotherapists, to ensure that children can participate
fully in activities.
What it's like to be a child at this setting
Children arrive at this welcoming nursery ready to play, greeted by staff who know them well
and create a positive start to the day. Children settle quickly, moving confidently towards the
wide range of activities on offer. This helps children to become absorbed in purposeful play
from the outset.
Younger children benefit from nurturing bonds with their key persons, who provide sensitive
guidance to help children to play alongside others, develop early social skills and feel
reassured as they explore new experiences. Older children demonstrate increasing
independence, selecting resources for themselves and engaging in cooperative play with
their peers. They show growing confidence in expressing their ideas, negotiating roles and
sustaining shared play.
Babies benefit from a dedicated garden area where they can safely explore age-appropriate
resources and practise their physical skills. Older children choose to climb, run, balance and
engage in water play, developing coordination and strength.
Children's safety is prioritised through detailed risk assessments that are communicated to
staff well. For example, in extremely hot weather, staff ensure that children drink enough
water frequently, wear sun hats and apply sun cream. Outdoor play is adapted to ensure
there is enough shade and children remain indoors during the hottest parts of the day.
A well-planned curriculum underpins children's steady progress. They learn about the
people around them, practise sharing and taking turns and develop communication skills
through meaningful interactions. Children confidently talk about what they know and staff
extend their thinking, encouraging curiosity and the want to learn more.

Inspectors:
Amelia Abdullah
Tina Lambert
About this setting
Unique reference number (URN): 2876864
Address:
Snowdrop House Nursery
Franklands Village
Haywards Heath
RH16 3RS
Type: Childcare on non-domestic premises
Registration date: 21/11/2025
Registered person: Happy Days Day Nurseries Limited
Register(s): EYR
Next steps
Leaders should continue to develop the consistency of teaching to further support children
to learn and develop.
Leaders should further strengthen the implementation of policies and procedures to
ensure that all staff effectively support children during their routines.
About this inspection
The inspectors spoke with leaders, staff, children 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

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 4 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
120
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