Great Child Nursery & Pre-School

Inspection of Great Child Nursery & Pre-School 42 Mawney Road, Romford, Essex RM7 7HT

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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 Good

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The provision is good

Children settle back into nursery well after the summer holidays, with staff who are attentive to their needs. Staff take the time to re-establish relationships with parents and children. This helps children to feel safe and secure, ready to begin learning for the new term. For example, staff read stories that are familiar to children, such as 'The Very Hungry Caterpillar'. Children recall parts of the story that they have listened to often before. They share with enthusiasm their previous learning linked to numbers and fruit. Staff offer praise to children, which helps to support their emotional needs and confidence. Children are reminded during the day of the expectations of the nursery. Staff are positive role models who talk to children throughout the day. This helps children to remember the routines to follow and how to interact kindly with their friends. As a result, minor altercations are swiftly managed by staff, and children quickly establish how to behave well.

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The provision is good

Leaders share how the curriculum supports children's individual needs. Staff take the time to get to know children through ongoing conversations with parents. This helps to gain an understanding of what impacts a child's learning and what interests them to engage them in learning.

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need to do better?

n Staff support children's language skills well, including those who speak English as an additional language. Staff speak to children throughout play to support understanding and create conversation and knowledge. Children share their ideas and thoughts. For those who are early speakers, staff use gestures and actions, which helps children gain an understanding. Staff sing nursery rhymes, which helps children to learn through repetition and gain confidence in their communication skills. n Staff provide children with lots of opportunities to build their physical skills through outdoor play. Children happily explore the outdoors through climbing, sliding and balancing on wooden blocks. Staff encourage children to share their achievements and clap when they complete the balance track. Staff encourage children to make choices throughout the day. They provide a range of learning opportunities that help to ignite children's curiosity and engage in learning.

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need to do better?

n Staff remind children how to play cooperatively. Staff teach children to wait their turn so that activities are safe. For example, children wait as their friends go down the slide and praise them when they reach the bottom. n Staff teach children to become independent learners. For example, children are taught how to chop fruit safely and share their experience around the table with their friends. Staff extend the learning, as children wish to taste the fruit. Staff ask questions and enquire about the feel and taste of the fruit, which some children are able to confidently respond to. During mealtimes, all children are

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need to do better?

3 September 2025 encouraged to serve themselves food from the bowl. This helps to build children's hand-eye coordination and support their fine motor skills. n Staff teach children how to keep their bodies healthy. Children are taught how to follow routines to wash their hands before mealtimes. When blowing their nose, they approach staff for tissues and are encouraged to throw the tissue in the bin independently. n Staff ensure that children are settled back to nursery with a wide range of learning experiences. For example, children explore creative play through a range of age-appropriate equipment, such as thick easy-grip pencils and large paintbrushes. However, occasionally during activities, quieter children miss out on learning opportunities as their needs have not been thoroughly considered. n Leaders are ambitious for every child, including those with special educational needs and/or disabilities, to reach their full potential. The curriculum focuses on

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need to do better?

settling children back to nursery after a long summer break and building on what they already know. Leaders provide staff with ongoing training so that teaching standards are fully understood and delivered to children. However, there are times when teaching is not consistent for short periods of the day, not ensuring that all children are fully engaged and challenged.

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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 plan the curriculum to consider more closely the intent and impact of activities for all children, including quieter children n strengthen the monitoring of practice to swiftly identify and address minor inconsistencies to improve the quality of the curriculum.

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Setting details

Unique reference number EY561493 Local authority Havering Inspection number 10415735 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 70 Number of children on roll 18 Name of registered person Great Child Company Limited

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reference number

Telephone number 07947746041 Date of previous inspection 17 November 2021

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Information about this early years setting

Great Child Nursery & Pre-School is a privately owned nursery, pre-school and after-school provision. It registered in 2018. It operates each weekday between 8am and 6pm. The provider employs 10 members of staff who work with the children. Of these, two hold level 6 qualifications and six hold appropriate level 3 childcare qualifications. The nursery provides government-funded childcare.

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Inspection activities

n The inspection started on 28 August 2025. It was paused in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy'. Inspectors returned on 3 September 2025 to complete the inspection. n We carried out the inspection as a result of a risk assessment, following information we received about this provider. n The manager and the inspector carried out a learning walk of all areas of the nursery and discussed the early years curriculum. n The inspector observed interactions between staff and the children. n The inspector spoke to staff at appropriate times during the inspection and took their views into account. n The manager and the inspector completed a joint observation of a group activity. n The inspector spoke to parents and took their views into account. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

3 September 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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