Jack and Ella's Nursery School

Jack and Ella's Nursery School
Unique reference number (URN): 2835007
Address: Scout Hut Headquarters, Fletcher's Field, Rectory Lane, Angmering, West Sussex, BN16 4JU
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/04/2025
Registers: EYR
Registered person: SCF Education Ltd
Inspection report: 17 March 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
All children, including children who face barriers to their learning, make sustained and
significant progress from their starting points. They are confident, resilient and ready for the
next stage in their learning, such as moving up to a higher age group or to school. Older
children enjoy sharing tools and transporting water in the forest school. They share books
and turn the pages together, pointing out familiar events and characters that make them
smile. Babies delight in making sounds and moving their bodes as staff sing along to 'What's
in the bag?' They listen attentively and observe with anticipation, knowing that what will
follow will be exciting and interactive. Older children have daily access to a library where
they can freely choose books and have stories read to them. This strongly supports their
literacy skills and fosters a joy of reading. All children are independent as they play and
learn. They learn new skills though their everyday routines, such as serving themselves
lunch or attempting to use cutlery for the first time.
Behaviour, attitudes and establishing routines Strong standard
Children thrive in the harmonious and happy environment. Staff promote high expectations
for children's behaviour through teaching and well-embedded routines. Children are highly
engaged and motivated, and they show extremely positive attitudes to their learning. They
demonstrate their excitement to join in and learn as adults gather them together for
activities. Babies cheer and excitedly clap and celebrate other babies as they negotiate
coming down a slide. They are learning about 'kind hands' and being gentle with their
friends. Staff are kind, warm and gentle and are excellent role models. They consistently
treat children with the utmost respect during activities and daily routines, such as nappy
changing and sleeping. This has a positive impact on how children treat each other, the
environment and resources.
Attendance at the setting is very high. Leaders and staff work closely with parents and are
flexible with start times for those parents who have very young babies and are working to
establish a routine. For those children who face barriers to their learning, leaders and staff
work hard to establish routines, which helps support children's transitions. These strongly
help children to understand what will be happening next and support their wellbeing.
Children of all ages are taught how to understand how they are feeling in an age-appropriate
way. Staff recognise how children are feeling and anticipate events where children may be
overwhelmed or tired. The close bonds they form with children strongly supports their
personal, social and emotional development.
Children's welfare and wellbeing Strong standard
Children demonstrate high levels of enjoyment and happiness in the setting. Staff know
babies and older children extremely well and respond very sensitively and swiftly to their
cues, such as when they are hungry or tired. They expertly adapt their approach to each
child's age and stage of development, children's home experiences and any barriers to
learning. Babies are exceptionally well cared for, and staff respond quickly to their needs.

They consistently assure that babies have their dietary and weaning needs met, and staff
have rigorous supervision methods for when children are sleeping and eating. Children
constantly show high levels of delight, and staff mirror their excitement and share in their joy,
which encourages children to engage further.
Children's emotional health is promoted effectively through the loving purposeful bonds that
adults form with them. Staff are very tactile in their approach. Children are cuddled and
soothed, and they regularly approach staff for comfort. They are well supported to
understand their personal safety and healthy choices. For example, staff teach children how
to stay safe in the forest by being visible and not climbing too high. Children are provided
with a highly nutritious meal and have unlimited access throughout the day to fruits and
vegetables to eat.
Curriculum and teaching Strong standard
There is a strong culture of learning at the setting. Leaders closely monitor the quality of
teaching. They provide continuous support for those staff who are new to the role or have a
passion for working with different age groups, such as the babies. Staff have excellent
teaching skills and high expectation for all children, including the very young and children
who are at risk of falling behind. Leaders have an ambitious vison for the curriculum that will
ensure that all children have the skills ready for the next stage in their learning and future life
outside of education. For example, staff expertly weave all areas of learning into everyday
activities and routines. Their expert interactions ensure that children, including babies
develop excellent fluency skills. Staff continuously ask questions and provide opportunities
that promote children's curiosity and problem-solving skills. They role model how to engage
in discussions and ask questions. Consequently, children play alongside each other,
engaging in conversations and asking purposeful questions. Staff are supporting them to
become articulate and confident communicators.
Staff place a unique focus on developing a rich curriculum for babies that is filled with
mathematical opportunities, such as counting. They ensure that babies have constant
access to physical challenges, such as tummy time and climbing, which helps to build on
their core strength in readiness for more elaborate physical play. All children are extremely
well nurtured. All staff shower warmth and love and demonstrate their own delight for
working with children. This has an overwhelming positive impact on children's self-esteem,
confidence and emotional wellbeing. Children feel loved, safe and ready to learn.
Inclusion Strong standard
Leaders and staff have extremely high aspirations for all of the children. They ensure that,
through meticulous observation and assessment, children's individual needs are swiftly
identified. Staff work hard to build good relationships with families, in order that they can
work together, offer advice and discuss what parents can do at home to support their child's
learning. Leaders meet daily with staff to discuss children's progress, potential barriers to
their learning and children's individual needs. This enables staff to swiftly adapt learning
experiences and routines to ensure that all children have their educational and emotional
needs met. The staff team is highly knowledgeable and skilled at using children's interests

and current schemas to construct an exciting learning environment. Consequently, children
maintain their concentration and enjoyment for longer.
Leaders have a vast wealth of knowledge covering how to support children with special
educational needs and/or disabilities to make the progress that they are capable of. They
work closely with families and outside agencies to close gaps in children's learning. Leaders
use any additional funding to enhance their already excellent provision for children who face
barriers to their learning.
Leadership and governance Strong standard
Leaders have a clear understanding of their strengths and areas for improvement. This
supports ongoing improvement across the whole setting and ensures that all children have
access to rich learning opportunities and a high level of teaching. Children with barriers to
their learning make significant progress as a result of the leaders' aspirations for each
individual child. Staff report that their wellbeing is high and that they feel lucky to have the
opportunity to work in such an inspirational work environment. They feedback that they are
given ongoing professional development tasks to enable them to fulfil their roles.
Leaders plan the curriculum to be bespoke and adapted to each child. This allows all
children to make significant progress, including children who face barriers to their learning.
The curriculum for each child is focused strongly on children's existing experiences and
knowledge and what they may need to be learning next. Staff work in collaboration with
parents and share regular updates and progress reviews, including ideas to support learning
at home.
What it's like to be a child at this setting
Children flourish in this highly stimulating and nurturing setting. Leaders and staff create a
calm and welcoming environment. Staff form strong bonds with babies and children, and
these bonds help every child to feel secure and provides a firm foundation on which they
can learn. Babies are exceptionally well nurtured by a caring and knowledgeable staff team
who shows a passion for working with children. This supports children to develop a real
sense of belonging and settle very quickly. Babies and children relish the outdoor learning
opportunities, and staff provide endless opportunities for them to be curious in their play.
Staff have adapted their style of teaching to take into account the age and stage of
children's development, including adaptations to precisely meet the needs of children who
face barriers to their learning.

Inspector:
Tina Lambert
About this setting
Unique reference number (URN): 2835007
Planned activities strongly support children's collaboration, and even the youngest children
take turns and learn that there are times when they have to wait. This helps children to
develop friendships and contributes to the positive characteristics that they need for school
and later life. Babies enjoy their learning, and staff ensure that the environment strongly
supports them to move on to the next stage, such as moving on from crawling to walking
and then climbing. They clap with delight when they achieve something for the first time.
Staff praise them for trying, and this improves children's confidence and develops their self-
esteem.
Children are encouraged to form highly positive relationships with leaders and staff. Families
are welcomed into the setting, and leaders work alongside them to ensure that children
attend regularly and on time, which improves their future life outcomes. All settling-in
sessions are bespoke and tailored towards children's individual needs and emotional
abilities. This helps children to thrive from a very early age and make excellent progress in
their learning and development, including children with special educational needs and/or
disabilities.
Next steps
Leaders should sustain their work to ensure continued improvement and high standards.
They should focus on creating a transformational impact on the outcomes and
experiences of disadvantaged children, those with special educational needs and/or
disabilities, those who are known (or previously known) to children's social care, and
those who may face other barriers to their learning and/or wellbeing.
About this inspection
The inspector spoke to leaders, staff, children and parents throughout 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.

Address:
Scout Hut Headquarters, Fletcher's Field, Rectory Lane
Angmering
West Sussex
BN16 4JU
Type: Childcare on non-domestic premises
Registration date: 04/04/2025
Registered person: SCF Education Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00
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 17 March 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
71
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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