Stondon Massey Pre School

Stondon Massey Pre School

Unique reference number (URN): 2741479 Address: Tipps Cross Remembrance Hall, Blackmore Road, Hook End, Brentwood, CM15 0DT Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2023 Registers: EYR Registered person: Matthews, Stevie

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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

Children form warm, positive relationships with all staff, who set clear and consistent expectations for behaviour. Children respond well and confidently follow the setting's routines and boundaries. They behave exceptionally well, showing high levels of respect and consideration towards both adults and peers. For example, before mealtimes, children independently wash their hands, collect their plate and cup, wait patiently to be served and demonstrate excellent table manners.

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Behaviour, attitudes and establishing routines Strong standard

Staff and leaders act as exemplary role models. They gently guide children to share resources, take turns and work collaboratively. In the garden, for instance, children eagerly engage in imaginative play with their peers. They ride bikes and cars confidently, waiting patiently for their turn at the 'petrol station'. Laughter and excitement fill the space as they safely participate in a friendly race. These experiences strengthen children's social skills and help them develop meaningful, positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have robust systems in place to record and monitor children's attendance. They work closely with parents to ensure that children benefit from positive, well-established routines.

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Children's welfare and wellbeing Strong standard

Staff and leaders create a warm, welcoming and stimulating environment where children feel safe, confident and valued. They establish clear routines that children follow with ease. Staff are nurturing and highly supportive of children who may face barriers to learning. For example, when children are new to the setting and initially struggle to adapt, staff gently and patiently guide them in understanding and following daily routines. This helps children settle quickly and feel secure and comforted during their time in the setting.

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Children's welfare and wellbeing Strong standard

Children enjoy exploring both the indoor and outdoor environments and make independent choices about the activities they wish to engage in. In the garden, for instance, they enthusiastically climb and play on the large ship as part of their imaginative play, helping to strengthen their large movement skills and understanding of personal safety.

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Children's welfare and wellbeing Strong standard

Children build strong, positive relationships with all staff. Staff promote a healthy and active lifestyle, encouraging children to make nutritious choices at mealtimes and engaging them in meaningful conversations about healthy foods. Staff are also kind and responsive, carefully supporting children to understand, manage and express their feelings. Children talk openly about what makes them feel happy or sad, developing a deeper understanding of their emotional wellbeing.

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Inclusion Strong standard

Leaders and staff are skilled and experienced. They use robust strategies to identify children's emerging needs and respond swiftly and effectively. Strong partnerships with

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Expected standard

parents and other professionals, such as health visitors, occupational therapists, physiotherapists and inclusion partners, ensure that children receive well-rounded support from the outset. This helps to remove any barriers to children's learning. For example, children with special educational needs and/or disabilities (SEND) benefit from tailored settling-in sessions and specific adaptations to the environment, enabling a smooth transition into the setting. In addition, staff and leaders closely monitor every child's progress to ensure that they are well prepared for the next stage of their education.

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Expected standard

Leaders have effective systems in place to ensure that all staff understand and follow a consistent graduated approach to reducing barriers to learning. They provide relevant training opportunities to strengthen staff's knowledge and confidence in supporting children with SEND. Leaders also ensure that additional funding is used effectively to benefit children's learning and development. This consistency ensures that all children quickly develop the skills they need to become confident, capable and independent learners.

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Achievement Expected standard

Overall, children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to learning, make sound progress from their individual starting points across all areas of learning. Gaps in their development are closing, sometimes rapidly.

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Achievement Expected standard

Children acquire the age-appropriate skills and knowledge they need to move confidently from one stage of education to the next. They can count in sequence, recognise colours and use mark-making tools with increasing confidence. They learn new vocabulary quickly and take part more readily in discussions with staff and their peers. For example, in the garden, children talk about the size and weight of wooden logs and planks while working collaboratively to construct a large structure for rolling cars. Through these experiences, children develop a strong understanding of how to solve problems effectively and manage challenges with persistence. As a result, all children, including those with SEND or facing other barriers to learning, develop the skills needed to become positive and resilient learners and transition successfully from one stage of education to another.

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Curriculum and teaching Expected standard

Staff and leaders have a clear understanding of what they want children to learn and place great emphasis on developing their independence, confidence and communication skills in preparation for school. They design an ambitious, well-sequenced curriculum that supports all areas of children's learning. Regular observations and ongoing assessments help staff determine what children know and can do, enabling them to plan purposeful next steps. Staff also adapt their interactions to ensure that children with special educational needs and/or disabilities are fully included and able to make progress.

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Curriculum and teaching Expected standard

Staff and leaders nurture children's love of reading from an early stage. During a favourite story about colourful monsters, attentive staff engage children in rich discussions about the characters to develop their communication and language skills. Children confidently practise naming colours to strengthen their mathematical knowledge and join conversations about what makes them feel happy, sad or angry. As a result, they learn to recognise and express their emotions, building emotional awareness and resilience. However, at times, staff do not use all opportunities to further extend children's learning and deepen their thinking skills.

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Curriculum and teaching Expected standard

Staff plan meaningful activities that promote children's physical development and large movement skills. In the garden, they encourage children to confidently use bikes and cars during imaginative play, supporting the development of balance, coordination and stamina.

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Leadership and governance Expected standard

Leaders are reflective and ambitious. They have some understanding of the setting's context, strengths and areas for development. They are committed to achieving high-quality care and education for all children and take purposeful action to improve the provision. Leaders should continue to evaluate their setting. They should now use their analysis more strategically to drive ongoing improvement, ensuring consistent guidance and support for all staff.

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Leadership and governance Expected standard

Leaders provide relevant and meaningful professional development opportunities for all staff. They engage in targeted training to keep their knowledge current, which strengthens and enriches their practice. For example, after completing a sign language course, staff and leaders have begun implementing this skill within the setting to enhance children's communication and language development. Leaders also prioritise staff wellbeing and foster a positive culture of high expectations in which everyone feels supported, valued and appreciated.

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Leadership and governance Expected standard

Leaders build effective relationships with parents and other professionals. Parents praise the welcoming and stimulating environment and feel confident that their children are safe and happy in the setting. Partnerships with external professionals, such as occupational therapists and inclusion partners, are purposeful and well maintained. As a result, all children, including those with special educational needs and/or disabilities, benefit from consistent and continuous support.

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

Children are very happy at this setting. Staff welcome them with warm smiles and cuddles, helping them separate confidently from their parents and quickly become absorbed in their

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Inspector:

Anca Sandu chosen activities. Attendance is consistent, and leaders have effective systems in place to monitor this, promoting punctuality and ensuring that children benefit from meaningful learning experiences.

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Inspector:

Staff and leaders create a stimulating, dynamic environment. They thoughtfully plan a wide array of inspiring activities, such as cooking lessons, by taking into account children's interests, abilities and starting points. They make purposeful adaptations to their practice to ensure that any barriers to children's learning are swiftly reduced.

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Inspector:

Staff encourage children to make informed choices about the activities they would like to explore, fostering their independence and curiosity. For example, they choose to build structures with large blocks, helping them develop their large movement skills. Staff gently guide children to work collaboratively and to wait patiently for their turn, strengthening their social skills. They consistently offer praise and recognition, helping children develop a positive attitude to learning and feel valued and included.

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Inspector:

Children, including those with special educational needs and/or disabilities or those facing other barriers to learning, form warm, respectful relationships with attentive staff who respond sensitively to their needs. They follow routines with confidence and engage positively in learning experiences. This positively contributes to the development of children's emotional resilience.

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Next steps

Leaders should continue to offer all staff the guidance and support needed to consistently deliver high-quality teaching and education that extends children's learning further. Leaders should use the detailed analysis of their setting's strengths and weaknesses to strategically drive and sustain ongoing improvement.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff, parents and children during the inspection.

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About this 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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Address:

Tipps Cross Remembrance Hall Blackmore Road, Hook End Brentwood CM15 0DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Friday : 09:00 - 15:00,Wednesday,Thursday : 09:00 - 12:00

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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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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

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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