Fairways Childcare Centre

Inspection of Fairways Childcare Centre The Old Schoolrooms, The Street, Stisted, Braintree, Essex CM77 8AN

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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

Staff provide children with a wide range of engaging activities that promote curiosity, independence and resilience. During construction play, staff ask meaningful questions and introduce descriptive vocabulary such as 'wiggly' and 'pointy'. Children confidently share their ideas, experiment with shapes and develop problem-solving and language skills. When towers fall, children rebuild without frustration, showing high levels of perseverance and determination. Staff embed early mathematics and literacy across daily routines. Children count animals, recognise their names on snack boxes and explore books that help them to understand their feelings. For example, staff read a book about emotions and children confidently relate feelings to their own experiences, building emotional awareness.

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The provision is good

Staff use outdoor play to enrich learning. Children explore nature tables with conkers, leaves and cinnamon sticks, strengthening sensory experiences and fine motor skills. They investigate insects, learn new vocabulary, such as 'aphids', and observe seasonal changes in leaves. Staff provide physical play with trampolines and children build wooden racecourses, encouraging cooperation and risk management. Staff promote positive relationships and kindness through warm interactions. Children return lost toys, listen respectfully to peers and show empathy when others share feelings. The provision's routines empower children to act responsibly, respect personal space and voice concerns.

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need to do better?

n Staff manage mealtime routines carefully. They calmly support children to remain seated to reduce choking risks and build safe habits. They engage children in conversations about healthy foods and colours, extending language and understanding. However, staff sometimes remove wrappers for children rather than encouraging independence. This occasionally limits opportunities for children to practise self-care and resilience. n Staff provide highly individualised care that meets the needs of all children. Practitioners expertly plan activities to promote mobility, independence and social interactions. They use sensory resources and physical support to encourage exploration and gross motor skills. As a result, children develop persistence and the ability to navigate their environment confidently. n Families comment that children grow in confidence, independence and social skills while attending the setting. Parents notice that their children return home

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need to do better?

eager to share their day, retell stories, sing songs and talk about their friends. Staff nurture communication and language skills so children learn to recognise and articulate their thoughts and ideas. This strengthens resilience and supports their readiness for school.

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need to do better?

25 September 2025 n Leaders create a highly supportive culture where staff feel confident to approach them. This open dialogue enables staff to clarify and develop their practice, which directly improves the quality of interactions with children. Leaders listen carefully to ideas and implement changes, ensuring the environment evolves in ways that benefit children's learning and well-being. n Displays of children's photos across the setting celebrate diversity and individuality. Children see themselves represented, which builds acceptance, belonging and positive self-identity. n Staff sensitively adapt the provision for younger children who are not yet ready to participate in routines, for example offering one-to-one activities instead of circle time. As a result, all children remain engaged at their developmental level. Older children show strong concentration skills, despite background distractions.

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need to do better?

n Community links are skilfully used to extend children's experiences. Visits to nearby horses and the church for treasure hunts spark excitement and provide talking points, strengthening communication between children and their families. n Accidents such as spillages are thoughtfully managed. Staff offer children reassurance through calm words and gentle comfort, enabling them to take ownership of incidents positively. As a result, children develop resilience and build trusting relationships. n Children with special educational needs and/or disabilities (SEND) make good progress. Staff know them well and hold high aspirations for their development. Staff support parents thoroughly with processes such as applying for education, health and care plans. Therefore, families confidently support their child's needs at home to significantly reduce gaps in learning.

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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 more effectively for children to practise their independence and self-help skills, particularly at mealtimes.

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Setting details

Unique reference number EY356603 Local authority Essex Inspection number 10399689 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 26 Number of children on roll 24 Name of registered person Fairways Childcare Centre Limited

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reference number

Telephone number 01376 339477 Date of previous inspection 11 December 2019

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Information about this early years setting

Fairways Childcare Centre registered in 2007. The setting employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3. It opens from Monday to Friday during term-time. Sessions are from 8am to 4pm. 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 provision and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. 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 Staff spoke to the inspector about how they support children with SEND. 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 lunchtime. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability

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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

25 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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