Wonderland Day Nursery

Wonderland Day Nursery
Unique reference number (URN): 2874500
Address: Felpham Community Hall, Meaden Way, Felpham, Bognor Regis, PO22 8FA
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/01/2026
Registers: EYR
Registered person: Potter's House Preschool Limited
Inspection report: 19 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.

Strong standard
Achievement Strong standard
Children are happy, curious and motivated. They demonstrate impressive levels of
perseverance for their young ages. Children show a rapidly emerging love for exploring and
learning. They become extremely confident and comfortable in the setting.
Children develop their communication and language skills well. For example, they listen
attentively and begin to say simple words. Some children can identify colours and show that
they know their friends by repeating their names. They develop valuable social skills as they
play alongside their peers and are learning to share.
Children progress well in their learning and are developing their independence. This helps to
ensure that children have the skills they need as they prepare to leave the under-2s unit and
move on in their education.
Behaviour, attitudes and establishing routines Strong standard
Children's behaviour is impeccable. The atmosphere is calm and peaceful. Staff teach
children how to be kind and respectful towards each other. They work with children to help
them to understand the concept of turn-taking. Children have a positive attitude to their
learning, and they relish every opportunity with great excitement. Staff are constantly
praising children and recognising their efforts. Children show pride in their achievements
and confidence in their abilities, as a result. They show they feel happy, safe and secure in
this setting.
Children follow routines with ease, which helps them develop their independence well. For
example, children know to move over to the eating area when reminded that it is snack time.
They happily cooperate with washing their hands with their own wet cloth when instructed.
Leaders have built positive relationships with parents. They keep a record of attendance and
encourage parents to use different platforms to notify them of their child's absence. Leaders
understand why it is important to monitor any instances of absence.
Children's welfare and wellbeing Strong standard
Staff prioritise the wellbeing and welfare of children and their families. They work closely
with families to ensure children are consistently supported and their individual care needs
accommodated. This helps staff to provide excellent care to all children. For example, staff
work with families on weaning, toilet training and sleep routines. Staff receive training on
safer sleeping routines, and they follow a robust procedure to ensure all the children are
safe during this time.
Staff provide a safe space for children that allows them to learn, play and socialise. Staff
successfully embed a structured routine, which allows children to develop healthy habits.
For example, children go outside daily and eat healthy and nutritious foods. Staff quickly
meet children's self-care needs. Children are learning social skills. They play alongside each

Expected standard
other and eat together. Children have many opportunities to go outdoors, either to play in
the private garden or go out into the community. For example, they visit the library, beach
and local parks. Children benefit greatly from new experiences and learning about the world
around them.
Curriculum and teaching Strong standard
Leaders have developed their own unique curriculum, which covers what they want children
to achieve by the time they leave their setting. This curriculum is ambitious, covers all areas
of learning and helps children build on what they already know. Clear and focused aims for
all children include being able to understand simple instructions, kick or throw a ball and to
show empathy. Staff teach early mathematical skills, such as counting, and recognising
shapes and colours. Staff have high expectations of the children in their care. Children are
progressing well in their learning and development.
The teaching is highly effective, and there is a clear focus on children's communication and
language development. For example, the staff lead a daily activity; 'The rhyming bag'.
Together, staff and children repeat well-known nursery rhymes, while doing the actions.
Children love these experiences and thoroughly enjoy joining in while holding related props.
Staff ably support children's communication skills by using clear language, ensuring they
maintain eye contact and repeat words. Children have good listening and attention skills and
they focus on activities for an appropriate amount of time.
Children develop their curiosity in this enabling environment. Staff are well trained and
experienced with working with very young children. They observe children regularly and
complete reviews on children to ensure that progress is being made. They share these
effectively with parents. Each child has an individual next step that is appropriate for their
age and stage of development. For example, children are set physical development goals,
such as to pull themselves up using the furniture. Children are being supported to build their
knowledge and skills over time and are developing well.
Inclusion Expected standard
When concerns in children's development occur, leaders observe children closely to monitor
their progress. Staff receive support from highly skilled colleagues who lead the work to
support children with special educational needs and/or disabilities within the wider company.
Leaders and staff implement appropriate and effective strategies to support children.
However, they are not fully consistent at communicating with other relevant professionals to
ensure that children benefit from the the full range of support available at the earliest
opportunity.
Leaders and staff have high expectations of children and work hard to reduce barriers in
their learning. For example, children who speak English as an additional language make
good progress. Staff work with families to provide support for these children. They focus on
teaching the English language, and staff also make effective use of key words in children's

home language. Staff use visual aids, such as props and simple signs, to help communicate
with all children. For example, staff sign 'nappy' when it is time for a nappy change. Children
progress in their development, especially in communication and language development.
Leadership and governance Expected standard
Leaders have a clear vision for the setting and are driven to continually improve. For
example, leaders have successfully implemented a new curriculum. They receive regular
feedback from parents, and they adapt their practice to support them further. Leaders are
extremely supportive of the staff. They provide regular supervision meetings to discuss
workload, wellbeing and children's progress. The staff feel extremely well supported by
leaders and say they love working in this setting. All staff are very professional. They want to
improve their knowledge and experience to ensure the quality of the provision is at the
highest standard. They access relevant face-to-face and online training. For example, staff
have undertaken training to meet the needs of the children, in areas such as supporting
children's behaviour and specific baby development.
Overall, leaders ensure that barriers to children's learning are removed and their individual
needs are understood and met effectively. However, there are some inconsistencies in the
arrangements to seek advice and support from other relevant agencies to consider potential
delays in children's development. Partnerships with parents are very effective. Parents
feedback that they are 'absolutely thrilled' with the care provided for their children. They are
fully supported and receive lots of communication regarding their children's development.
Staff work closely with families, and staff at other settings, to help children transition to and
from the setting. For example, they provide home visits and setting visits. Leaders have
plans to provide sessions to provide parents with information and guidance, for example
first-aid training.
What it's like to be a child at this setting
Leaders and staff provide a warm, calm and spacious environment for children under 2
years of age. Children happily leave their parents and are welcomed with smiles, affection
and praise by staff. Children settle quickly at their chosen activity with the staff close by to
support them. For example, children construct with the 'coloured light' bricks and discover
the ball pit. They explore confidently and are curious about the resources provided. Children
show they feel happy, safe and secure within this setting. They have a sense of belonging
as they play alongside their peers and adults.

Inspector:
Harriet Povey
About this setting
Unique reference number (URN): 2874500
Address:
Felpham Community Hall
Meaden Way, Felpham
Staff are highly skilled and trained to meet the needs of the children in their care. For
example, they create an enabling environment each day, which supports the children's
development. This unique setting provides very effective care for these young children. It
offers opportunities for children to achieve in all areas of their learning. There is a clear and
successful focus on communication and language development, personal, social and
emotional development and physical development. Every learning opportunity is relevant to
the age and stage of the children. Staff plan specific activities effectively to meet each child's
individual needs in development. This allows children to flourish and thrive.
Leaders provide opportunities for the children which they may not normally have access to.
For example, children attend the local farm, library and church. Staff offer regular music and
movement sessions, which brings the children much joy. Children enjoy these new
prospects and learn to explore the community safely.
Next steps
Leaders should enhance the arrangements to communicate with relevant professionals
and specialists to address any emerging gaps in children's learning or development at the
earliest opportunity.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator
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.

Bognor Regis
PO22 8FA
Type: Childcare on non-domestic premises
Registration date: 12/01/2026
Registered person: Potter's House Preschool Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00
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 19 February 2026
Children numbers
Age range of children at the time of inspection
1 to 2
Total number of places
15
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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