Shoresh

Shoresh
Unique reference number (URN): 2746486
Address: Brighton & Hove Hebrew Congregation, 31 New Church Road, Hove, BN3 4AD
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/09/2023
Registers: EYR, CCR, VCR
Registered person: BNJC
Inspection report: 18 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
Behaviour, attitudes and establishing routines Strong standard
Children build highly positive relationships with those around them. They excitedly find their
friends to join in with their games. Staff are excellent role models to children. They are
consistently calm and patient and regularly explain the importance of kindness and respect
for others. As a result, staff enable children's best possible behaviour. Children are inclusive
and compassionate to those around them.
Staff recognise children's different age and stages of ability when implementing behavioural
expectations. For example, they use visual timetables and gestures to support some groups
of children. Staff are consistent in their approach to addressing any unwanted behaviour. As
a result, moments of disagreement between children are brief and children manage their
behaviour well with support and guidance from attentive staff.
Leaders have a robust approach to attendance. They record, monitor and evaluate
attendance effectively to ensure they identify any irregular patterns or absences. Leaders
work closely with parents and share information about the importance of regular attendance
and establishing routines in preparation for the next stage of their education.
Children's welfare and wellbeing Strong standard
Staff create an environment where children feel safe and settled. They have a clear
knowledge of the children in their care and communicate regularly with families to
understand children's life at home. For example, they have a secure understanding of any
barriers children may face to learning and implement effective strategies to support them at
times of transition.
Staff are highly responsive and ensure that care needs are met with the utmost respect and
sensitivity. For example, staff kindly ask children if they can change their nappies and wipe
their noses. They also allow children time to consider their own care needs as they learn
about health and hygiene needs. Children feel safe, valued and respected with staff who
know them well.
Children are also supported to learn about their emotions and to address how other people
might be feeling. For example, staff use opportunities to reflect and discuss the impact of
others actions on how they might feel. Children begin to establish a sense of emotional
security.
Staff use regular opportunities to develop children's understanding of healthy lifestyles. For
example, staff discuss the importance of a nutritious diet and explain the benefits of different
food groups. Children also learn about where different fruits come from and they discuss
that pears grow on trees and melons come from the ground. Children are knowledgeable
and gain a secure understanding of how to look after their bodies. They talk about other
elements of good health such as oral hygiene and, as a result, children gain a secure
understanding and begin to make healthy decisions for themselves.

Inclusion Strong standard
The setting provides consistent and focussed support for all children. Staff promptly identify
children's stage of learning when they first start. They work with parents and liaise about
children's progress frequently.
Staff are highly in tune with the needs of children with special educational needs and/or
disabilities (SEND). They reach out to other professionals involved in children's care to
ensure that a joined-up approach is consistently implemented. Staff review children's
development and adapt learning plans as necessary being conscientious of children's
interests to further inspire their engagement in activities.
Leaders and staff are also highly aware of how to identify and support children who are
known to children's social care and those with other barriers to children's learning. They
strive to implement different strategies and engage with external services to ensure children
receive their full entitlement to their early education. Children learn new language skills
consistently and engage in learning alongside their peers. Furthermore, leaders provide staff
with opportunities to access training that enhances their understanding of working with
children with SEND or who face other barriers to their learning. The actions of staff and
leaders makes a demonstrable difference in children's progress and development.
Leadership and governance Strong standard
Leaders are passionate and enthusiastic. They have developed a highly positive culture of
respect and a focus on driving continuous improvement. Leaders have created a precise
development plan which is regularly discussed with staff. They review the effectiveness of
routines, teaching and the environment to ensure that the provision consistently provides
high quality care and education for all children including those with special educational
needs and/or disabilities.
Parents speak highly of the vast improvements that leaders have driven since the last
inspection. Parents explain how they receive detailed information about their child's
development and even ideas for how to help extend their learning further at home. Leaders
have also used opportunities to gain feedback from parents to allow them to reflect
collaboratively and drive any further improvements.
Leaders consider staff professional development carefully giving consideration to staff
wellbeing and workload. Staff explain that they have frequent supervision session and that
regular reflective discussions take place as well. Leaders create targeted training plans for
staff to ensure that any weaknesses in practice are identified so that meaningful training
takes place. They are aware that staff need time to embed key messages from training,
particularly in relation to staff interactions and maths. Staff share knowledge that has been
gained from training with the whole staff team to ensure that teaching standards are
continually raised.

Expected standard
Achievement Expected standard
Children are suitably prepared for the next stage in their education. They are confident and
sociable as they play and learn. Children who face barriers to their learning benefit from
targeted and focussed teaching that is adapted to suit children's different needs. As a result,
children generally make consistent progress and are supported to access the curriculum.
Overall, children gain new skills across key areas of learning. For example, they develop
secure language skills and communicate freely with their friends. They also begin to
understand and use language in Hebrew. Children are thoughtful, kind and respectful as
they gain key personal skills. Children learn to do tasks for themselves and typically gain
independence skills appropriate for their age.
Children generally gain mathematic skills through interactions, such as singing and dancing.
Children are beginning to recognise numbers and consolidate their understanding of
counting however, further explicit teaching of mathematics would strengthen children's
understanding even more.
Curriculum and teaching Expected standard
The manager has made vast improvements to the design of the curriculum since the last
inspection. Staff are confident and are developing a clear understanding of what children
need to know next. Staff speak knowledgeably and individual children's stage of learning
because they assess their progress regularly.
The curriculum has been developed well in all aspects. For example, the curriculum
consistently promotes equality and diversity. Children learn about Jewish life in line with the
settings core values and staff also provide children with opportunities to learn about other
cultures and celebrations. This promotes their understanding of the world and communities
around them.
Staff are generally confident about how to implement effective activities across all areas of
learning. For example, they focus on developing children's speaking skills through small
group interactions, singing and conversations. Overall, the mathematics curriculum is
implemented well however, leaders have identified that explicit teaching of maths could be
developed further to ensure it is consistently challenging for all children.
Staff use opportunities to teach children about their physical skills as they balance and play
outside. They adapt teaching accordingly to suit children's different abilities. Children have
regular age-appropriate opportunities to develop their independence skills. Young children
pour their own drinks and clear their plates away.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive with excitement as they are warmly greeted by friendly staff. They feel happy
and settled as they follow the familiar routine of the day and participate joyfully in activities.
All children, including those with special educational needs and/or disabilities and those who
face barriers to their learning, benefit from a well-designed curriculum that incorporates
teaching children about Jewish life.
Since the last inspection, leaders have created a clear action plan to bring about
improvements. This has been followed meticulously and children now benefit from focussed

Inspector:
Nicola Houston
About this setting
Unique reference number (URN): 2746486
teaching and learning opportunities to help them gain the skills they need for the next stage
of their education. Staff are knowledgeable about children's stage of development and
create meaningful learning plans and interventions to address any gaps in children's
understanding. Generally, staff understand the intentions of the curriculum well and receive
targeted support from leaders to continually improve their teaching skills.
Children understand routines and procedures well which helps them gain a sense of
belonging. For example, they participate in garden risk assessments with staff. Staff also
support children to develop an awareness of the world around them. For example, they
discuss children from different countries and learn how to say good morning in different
languages.
Children's behaviour is highly positive. A harmonious and respectful culture is evident
throughout the nursery. Children have a shared understanding of right and wrong and listen
carefully to staff when rules or expectations are explained. Children are consistently
collaborative in their play as they welcome others into their games. Children benefit from
close and meaningful relationships with nurturing staff that support them to thrive and feel
safe.
Next steps
Leaders should continue to develop the curriculum further so children consistently benefit
from explicit teaching of mathematics.
About this inspection
The inspector spoke to leaders, staff, parents and 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.

Address:
Brighton & Hove Hebrew Congregation
31 New Church Road
Hove
BN3 4AD
Type: Childcare on non-domestic premises
Registration date: 12/09/2023
Registered person: BNJC
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 -
15:00
Local authority: Brighton and Hove
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
32
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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