Little Rainbows Ongar

Inspection of Ongar Pre-School, Breakfast & After School Club St James Hall, 27 St James Avenue, Ongar CM5 9EL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff and leaders warmly greet children and families as they arrive at pre-school. Children show excitement to carry out immediate tasks to start their day. They feel safe and secure as they confidently say goodbye to parents. Children have settled well and staff spend quality time to understand their individual needs. As a result, children demonstrate positive attitudes to learning and secure meaningful bonds with key persons.

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The provision is good

Staff and leaders provide a curriculum that is varied and supports children's interests. Children excitedly play with toy animals. They mimic the sounds animals make and confidently say what they are. Staff help children to understand how they are feeling through discussions and regular check-ins. This helps children to describe their own emotions and develop a sense of belonging. As a result, staff create a positive atmosphere for children to grow their confidence and self-esteem.

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The provision is good

Staff and leaders challenge children to develop their physical skills. Children enjoy playing outdoors. For example, staff encourage children with risky play when exploring balancing beams. Staff help children through stages of support to build their core strength and jumping skills. These experiences help children to build their motor skills and feel included.

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need to do better?

n Leaders and staff continuously reflect on, and review, the provision. Staff attend regular supervisions and speak highly of the support they receive in their roles. They attend frequent training beyond mandatory training and enjoy undertaking opportunities to professionally develop. This helps staff maintain high-quality teaching and practice. n Leaders and staff maintain effective partnerships with parents. They take care to ensure children settle into pre-school. Staff get to know children and share strategies with parents through various communications. Parents compliment the growth in confidence their children make. They feel children have made improvements in their communication and language and value the progress in children's learning and development. n Leaders and staff work in partnership with other professionals to support all children. There is a strong focus on communication and language in the

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need to do better?

curriculum. Children enjoy singing songs with actions and staff encourage them to have a go. Staff tailor support to ensure there is targeted intervention. They swiftly act to ensure children receive additional funding they are entitled to. This helps children with special educational needs and/or disabilities to make progress. n Children are eager at snack and mealtimes. They confidently make choices and

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need to do better?

9 July 2025 express their preferences. Staff help prepare the organisation and transition of daily routines. However, staff do not always organise transitions effectively and can undertake too many tasks at once. As a result, there are missed opportunities to promote children's care and learning during transitions. n Staff plan activities based on children's next steps in learning. For example, children explore playdough and use different tools to manipulate textures. During times of learning, children occasionally struggle to maintain focus and lose engagement. This means staff do not always successfully adapt teaching to interact with all children to maintain high levels of engagement and learning. n Children are deeply interested to explore their physical skills. They engage in obstacle courses and balancing beams to build core strength. Children stretch their arms out and take careful steps to complete courses. Staff support children

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need to do better?

to move in various ways. They help young children to build their strength, climb stairs and take appropriate risks. n Leaders and staff are good role models to children. They help children resolve minor conflicts and talk about their feelings. This supports children's self-esteem and well-being. Children demonstrate turn taking and talk about who is next to play on bikes and outdoor equipment. This strengthens children's friendships and they play alongside one another well. n Children develop mathematical skills throughout the day. They use their fingers to count objects and numbers. They recognise colours and create concepts of 'lighter' and 'heavier' in games. For instance, children use scales to compare the size and weight of objects. This helps develop their curiosity and critical thinking.

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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 strengthen the organisation of daily routines and how these are managed to ensure staff consistently promote children's care and well-being during transitions n review further how staff can adapt their teaching and interactions to support children to maintain high levels of engagement and maximise their learning.

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Setting details

Unique reference number 2727644 Local authority Essex Inspection number 10394689 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 Full day care

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inspection

Total number of places 36 Number of children on roll 47 Name of registered person Ongar Breakfast & After School Club Ltd

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reference number

Telephone number 07835750731 Date of previous inspection Not applicable

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Information about this early years setting

Ongar Pre-school, Breakfast & After School Club registered in 2023. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualification at level 3 or above. The setting is open during term time only, Monday to Friday for breakfast from 7.30am to 8.45am, and Monday, Tuesday, Thursday, and Friday 3pm to 6pm for after-school sessions. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 Staff spoke to the inspector during the inspection. n The inspector carried out joint observations of group activities with the manager. n Children communicated with the inspector during the inspection. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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 July 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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