Chafford Hundred Preschool Playgroup

Inspection of Chafford Hundred Preschool Playgroup Clifford Road, Chafford Hundred, Grays, Essex RM16 6BZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is good

Overall, leaders ensure that the setting's curriculum is broad, interactive and tailored to children's interests. Activities are both structured, for example circle time and number songs, but also child-led, allowing children to express themselves and make choices. The blend of singing, props and physical objects during learning makes the experiences engaging and multisensory, supporting various learning styles. As a result, children are extremely eager to get involved and maintain high levels of focus throughout activities and experiences.

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The provision is good

Behaviour across the setting is exemplary. Children are remarkably polite, cooperative and kind. Staff use consistent reinforcement through praise and modelling, so children know what is expected of them. Children cheer on their friends during sports activities, highlighting a positive culture where encouragement is valued and competitive situations are approached in a way that prioritises kindness and community. Therefore, children form meaningful attachments with each other and demonstrate high levels of confidence and self- esteem. Children demonstrate a thorough understanding of acceptable behaviours, resulting in a culture of respect and responsibility.

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The provision is good

Children are articulate and self-assured, showing that they are emotionally secure and eager to express themselves. Interactions with staff build strong relationships with the children, providing a secure base. This results in children feeling comfortable while engaging with unfamiliar adults. Staff use opportunities to embed equality and inclusion effectively, such as different family structures. Discussions around these subjects are sensitive and age-appropriate, helping children to understand and accept diversity in a natural and respectful way. As a result, children are aware of similarities and differences between people in their local community.

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need to do better?

n Leaders offer experiences that broaden children's understanding of some aspects of the world around them, particularly for children who may lack opportunities. Visits to local care homes, the forest and food banks, as well as city farm visits, create an exciting and stimulating environment. These experiences support children's social development and appreciation for community life. Children learn to care for living things, for instance by growing plants and giving bees sugar water in the garden. However, staff do not always extend children's knowledge about the natural world, what the children are seeing or what they already know. This results in some missed opportunities to further develop children's knowledge and understanding of this aspect of the curriculum. n Activities such as the 'attention bin' support vocabulary, turn-taking, listening

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need to do better?

9 June 2025 and curiosity. Staff extend children's language by introducing new words, such as 'woodpecker' or 'zoom', and facilitate group discussions that involve everyone. Children are given the opportunity to express personal preferences, resulting in confidence around communication and using language for thinking. n The setting provides effective inclusive practice for children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Children's individual needs are clearly understood and met through one-to-one support during group times, the use of visual cues, Makaton and access to quiet spaces such as the 'pod'. Staff adjust interaction styles to meet children's sensory and emotional needs. As a result, children happily remain engaged in the daily routine and make strong progress across the curriculum. n Staff encourage healthy habits by prompting children to drink water and remove

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need to do better?

jumpers in hot weather. Children show excellent independence in accessing water and managing hygiene routines. These habits are deeply embedded and result in effective self-care and physical well-being in children across the provision. n Transitions are managed well, with strong partnership working between the setting, families and receiving schools. Staff attend transition meetings and support parents by helping them understand the process and advocate for their children's needs. This builds parental confidence and helps ensure consistency of support across settings, helping the children feel positive about moving to school. n Parents show high regard for the continuity of care and long-standing staff team, contributing to strong relationships and a sense of community. Parents speak highly about staff consistency and personal history with the setting, such as attending themselves as children. Positive relationships between staff and

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need to do better?

families build trust. Staff act as secure role models for children, who separate from parents at drop off with ease. n There is a strong culture of professional development by supporting staff thoroughly to complete relevant qualifications and reflect on their own training needs. Leaders assess staff engagement with training sessions and follow up well. Staff progression has widely supported their confidence and motivation to progress further. This results in a high-quality, enthusiastic workforce. n Leaders use additional funding they receive for children effectively. The purchase of specific resources, such as wooden bridges and trampolines, supports physical development and emotional regulation for children, resulting in a calm and engaging environment. Targeted use of funding creates an accessible curriculum and ensures experiences are maximised for all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop further the staff's implementation of the curriculum for knowledge and understanding of the world to fully build on what children already know and can do.

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Setting details

Unique reference number 204346 Local authority Thurrock Inspection number 10399669 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 50 Number of children on roll 62 Name of registered person Chafford Hundred Preschool Committee

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reference number

Telephone number 01375 480222 Date of previous inspection 11 December 2019

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Information about this early years setting

Chafford Hundred Preschool Playgroup registered in 1993. The setting employs 13 members of childcare staff. Of these, 11 hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday to Friday, during school term times. Sessions are from 9.15am to 12.15pm and from 1.15pm to 4.15pm. An optional lunch club operates between 12.15pm and 1.15pm. The setting provides funded early education for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual and manager about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation during an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Staff spoke to the inspector about how they support children with SEND.

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Inspection activities

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.

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Inspection activities

9 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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