Billericay Methodist Pre-school

Billericay Methodist Pre-school

Unique reference number (URN): 650031 Address: Billericay Methodist Church, Western Road, BILLERICAY, Essex, CM12 9DT Type: Childcare on non-domestic premises Registered with Ofsted: 24/11/1999 Registers: EYR Registered person: Billericay Methodist Pre-School Management Committee

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Behaviour, attitudes and establishing routines Strong standard

Leaders build a positive and inclusive environment with clear expectations for children's behaviour and structured routines. As a result, children demonstrate positive attitudes to their learning and behave well. They show increasing independence and confidence. Staff remind children at each session of the setting's 'golden rules'. Children respond very well to this guidance, demonstrating kindness, cooperation and respect. The calm and purposeful environment enables children to sustain focus, cooperate with friends and engage deeply in their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

During group activities, children independently practise turn-taking and patience. Staff support children with consistent language and visual cues, especially for those who need extra help. For instance, when throwing a ball into a basketball hoop, children appropriately wait for their turn without requiring adult intervention. Staff plan predictable routines, such as snack time and carpet time, to allow children to develop independence, responsibility and confidence. Very effective key-person relationships promote secure attachments. This helps children to feel emotionally safe and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote good attendance and punctuality by following up promptly when children are absent, working closely with families when extra support is needed and following familiar daily structure. This helps children arrive feeling calm, confident and ready to join in learning and play, allowing them to enjoy consistent experiences that make them feel safe, secure and included in the setting.

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Inclusion Strong standard

Leaders have created an inclusive culture where staff carefully identify, assess and respond to each child's individual needs through tailored support. Children with special educational needs and/or disabilities and those facing barriers to their learning benefit from personalised interventions and clear individual targets. Staff follow an 'assess, plan, do' approach, observing children's progress, planning appropriate activities, and putting strategies into practice to support learning and development. Leaders work closely with families and professionals, such as speech and language therapists and the local authority, to ensure coordinated and effective support. For example, after training from a speech and language therapist, staff confidently support children to use Picture Exchange Communication System cards, which children are beginning to use independently.

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Inclusion Strong standard

Where external funding or services are limited, the setting proactively allocates its own financial resources to provide additional adult support, specialist resources and targeted interventions. This ensures children's needs are met without delay. Leaders use early years pupil premium funding strategically for resources and targeted support, ensuring fair learning opportunities for disadvantaged children. Funding has been used to cover meals and extra sessions for children, as well as to purchase healthy eating games and dental hygiene resources.

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Expected standard

Staff regularly monitor children's progress through observations, tracking and termly review meetings. This allows them to adapt support for individual children in a timely way. Leaders have used their detailed assessment to apply for additional funding, write reports for diagnosis and support education, health and care plan applications. Their inclusive practices ensure that all children, regardless of their background, need or circumstance, are supported to belong, participate and achieve in the setting.

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Achievement Expected standard

All children make steady progress from their individual starting points, particularly in their communication and language, personal, social and emotional development and physical development. Children with special educational needs and/or disabilities and those facing barriers to their learning and/or wellbeing benefit from targeted support, enabling them to participate fully and develop confidently. For example, children with speech and language needs regularly use new words and phrases in play, while others become more independent in self-care routines.

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Achievement Expected standard

Children engage meaningfully in small-group activities and play, building vocabulary, counting and developing reasoning skills. Experiences such as getting changed for physical activities, early literacy activities and collaborative play develop children's resilience and confidence. This helps older children to be ready to be part of a larger group of friends when they go to school. At times, the level of challenge could be strengthened further to ensure that older and most-able children consistently deepen their thinking and extend their learning even more effectively.

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Children's welfare and wellbeing Expected standard

Staff build positive relationships with families when they join. They work closely with parents and carers to gain a clear understanding of each child's needs. Ongoing two-way communication helps families feel valued, involved and confident in supporting their children's development at home. Staff form deep and secure attachments with children, enabling them to settle quickly and engage confidently in learning. These trusting relationships promote a strong sense of security and belonging for children.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through nutritious snacks, regular physical activity and age- appropriate health education. They provide emotional support using a trauma-perceptive approach, understanding that children's behaviour often reflects a feeling or need and responding with patience, empathy and clear boundaries. This helps children learn to recognise, understand and manage their emotions. The setting's inclusive and nurturing environment supports all children to feel confident, valued and able to flourish.

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Curriculum and teaching Expected standard

Leaders have implemented a broad and well-sequenced curriculum that is tailored to the setting's context, children's interests and covers all areas of learning. Staff focus their planning on children's next steps in learning. They use everyday interactions to model and extend children's language, vocabulary and reasoning. For example, they encourage children to count blocks and name shapes while building towers and to discuss capacity during water play to support their early mathematics skills. Staff encourage children to talk about their feelings, take turns and work together during group activities. Children also benefit from daily opportunities to develop their physical skills, both inside through structured activities such as small football and basketball games, and in the garden, promoting coordination, balance, and overall gross motor development.

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Curriculum and teaching Expected standard

Purposeful, play-based learning, supported by well-resourced areas and story-linked activities, encourages children to think creatively and explore their ideas. Staff adapt activities for children with special educational needs and/or disabilities and those facing barriers to their learning and/or wellbeing, providing extra adult support or tailored equipment when needed. Leaders monitor teaching through observation and coaching, helping new staff to adopt effective strategies and improve their practice. Children are engaged and learning well. While there is effective practice across the setting, there is scope to develop greater consistency in the quality of teaching. Leaders should build on what is already working well by further supporting staff to use focused questioning, planned challenge and sustained shared thinking so that all children, including older and most-able learners, have regular opportunities to deepen their reasoning and problem-solving during

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Leadership and governance Expected standard

Leaders act in the best interests of children. They have a clear vision for high-quality and inclusive provision and receive support from an active committee. Leaders manage resources well, including extra funding received for children. Staff have been trained to support the specific needs of children with special educational needs and/or disabilities. This ensures that all children benefit from a high-quality and inclusive provision where they participate fully and make meaningful progress.

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Leadership and governance Expected standard

Leaders place a strong emphasis on staff wellbeing, fostering a positive and supportive working environment. Staff feel confident and well-equipped in their roles and benefit from regular supervision sessions, which provide ongoing guidance and support. Consequently, staff feel valued, supported and motivated in their work. Leaders should continue to enhance their analysis of the setting's strengths and areas for improvement, alongside any changes in context, to ensure that improvements are applied consistently and all children continue to benefit.

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What it's like to be a child at this setting

Children enjoy a warm and welcoming environment, where they feel safe, valued and confident. They develop secure attachments to key adults, which helps them to explore and engage fully in activities. Staff prioritise children's wellbeing and independence. They support routines, such as toileting, snack and self-care, while allowing children to make choices and express their individuality.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities (SEND) receive targeted support so they can participate fully alongside their friends. Leaders value families as partners. They work closely with them to support children's learning, development and wellbeing.

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What it's like to be a child at this setting

Children enjoy a wide range of play-based activities that promote their curiosity and communication. Daily experiences, such as listening to stories, playing with puppets, singing and small-group activities, help children to build vocabulary and confidence in expressing their ideas. Staff provide children with clear expectations to nurture their resilience and encourage collaboration. For example, at snack time, children chop their own fruit and wait their turn to use the safety knife. This helps to develop children's independence, patience, regulation of their emotions and respect for others.

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What it's like to be a child at this setting

Leaders have designed the curriculum to build children's knowledge and skills over time. There is a strong focus on children's communication and language, personal, social and emotional development and physical development. Staff track children's progress carefully. They provide additional support for children with SEND or those facing other barriers to learning, for example, through one-plan targets and activities recommended by therapists.

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Next steps

Leaders should continue to strengthen the quality and consistency of teaching, especially for the older and most-able children, to extend their reasoning, problem-solving and language skills. Leaders should enhance the analysis of the setting's strengths and areas for improvement, alongside any changes, to understand the effectiveness of their provision and the impact of any changes made.

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About this inspection

The inspector spoke with children, parents, staff, leaders and the nominated individual during the inspection.

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Address:

Billericay Methodist Church Western Road BILLERICAY Essex CM12 9DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Billericay Methodist Pre-School Management Committee

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Address:

Operating hours: Monday,Friday : 09:15 - 12:15,Tuesday,Wednesday : 09:15 - 14:45,Thursday : 09:15 - 12:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Age range of children at the time of 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.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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