Blackmore Preschool & Wrap Around Care

Blackmore Preschool & Wrap Around Care

Unique reference number (URN): 2754492 Address: Village Hall, Nine Ashes Road, Blackmore, Essex, CM4 0QW Type: Childcare on non-domestic premises Registered with Ofsted: 10/11/2023 Registers: EYR, CCR, VCR Registered person: EK Education Limited

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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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Achievement Strong standard

Children achieve incredibly well across all areas of learning. They develop strong communication skills, using vocabulary confidently during play, discussions and storytelling. Children show a secure understanding of number, matching, simple addition and early problem solving. They apply these skills naturally in games and activities.

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Achievement Strong standard

Children demonstrate impressive independence as they confidently manage daily routines, such as preparing snacks and putting on outdoor clothing. This helps build their confidence and self-care skills. Babies develop early physical skills through sensory play, supported standing and exploration of the well-planned environments.

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Achievement Strong standard

Children show deep engagement and sustained concentration, for example when mixing colours, exploring dough or investigating natural materials outdoors. They show pride in their achievements and enjoy sharing their ideas with staff and friends.

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Achievement Strong standard

Children are extremely well prepared for their next steps. They develop social skills which support their readiness for school and future learning. Children show developing kindness and empathy. They make 'friendship pies' from dough for staff and their friends.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They listen carefully, follow instructions and show a secure understanding of expectations. Staff model calm, respectful behaviour and children respond with kindness, patience and cooperation. They share resources, take turns and resolve minor disagreements with growing independence.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong attitudes to learning. They persevere with challenges and stay focused during activities. Staff celebrate their successes. They support children to understand and express their feelings, using stories. This helps them recognise emotions in themselves and others.

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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded and help children feel secure. Children register their arrival with their photo pegs and tidy up with minimal prompting. They prepare for snack and move smoothly between activities. They understand the routine of the day and take pride in contributing to shared responsibilities such as tidying up. Leaders place a high priority on attendance, particularly for children in harder-to-reach communities, making sure they access their entitlement to early education.

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Behaviour, attitudes and establishing routines Strong standard

Outdoor learning strengthens children's confidence and resilience. They learn to climb trees and build dens. Staff supervise sensitively, teaching children how to manage risks safely. Children show enthusiasm, curiosity and joy in their learning. They vote for stories and take ownership of their environment. Their positive attitudes reflect the setting's strong relationships and clear expectations. Leaders go above and beyond to ensure that no child gets left behind. Targeted support makes a difference for children in many ways. Children access high quality provision that helps build future foundations for learning. The sensitive but supportive approach means that children who face significant barriers or have special educational needs and/or disabilities access provision that ensures they overcome difficulties and have the best start in life.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised at every level. They receive warm, responsive care that helps them feel safe, secure and valued. Babies benefit from sensitive settling routines. Staff provide respectful nappy changing and safe sleep practices. Staff know children exceptionally well and respond quickly to their needs.

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Children's welfare and wellbeing Strong standard

Children learn about healthy lifestyles through daily routines. They wash their hands and talk about germs. Food is cut safely to reduce the risk of choking. Babies sit together for a social snack time and staff model positive eating habits alongside them.

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Children's welfare and wellbeing Strong standard

Staff use affirmations, praise and certificates to build children's confidence and sense of belonging. Children talk about feelings, compare emotions in stories and recognise how characters might feel. Staff support children to regulate emotions during minor frustrations, helping them return to play quickly and calmly.

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Children's welfare and wellbeing Strong standard

Outdoor learning contributes significantly to wellbeing. Children enjoy wellbeing walks where they use nature to experience calm. They enjoy reflective moments in the fields and woodland. Children develop resilience, confidence and a connection to the natural world.

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Children's welfare and wellbeing Strong standard

Children show high levels of wellbeing, confidence and emotional security throughout the day. Children who face barriers to their learning, those with special educational needs and/or disabilities and those who are known to social care have their welfare needs met with the utmost care and sensitivity. Leaders are tenacious about improving outcomes for all children regardless of their backgrounds.

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Curriculum and teaching Strong standard

The curriculum is broad, meaningful and delivered with enthusiasm and expertise. It is ambitious, well designed and rooted in real life experiences. Staff know exactly what they want children to learn and plan activities that build knowledge, skills and confidence over time. Children benefit from a rich blend of indoor and outdoor learning, with nature, community and emotional literacy woven throughout the curriculum.

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Curriculum and teaching Strong standard

Teaching is of consistently high quality. Staff model language and introduce new vocabulary. They use explicit teaching to secure children's understanding of number, matching, addition and early literacy. Children explore dough and use tongs to develop fine motor skills. They explore blocks and natural materials, developing problem solving and early thinking skills.

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Curriculum and teaching Strong standard

Outdoor learning is a significant strength. Children explore fields, float sticks in the brook and explore the woodland areas. Children develop an understanding of habitats and life cycles as they observe tadpoles and explore the natural environment. Staff introduce concepts such as environmental care as they teach children how to track the locations of an adopted turtle and connect litter picking activities with pollution in the oceans that might harm the turtle. They extend learning through stories as children 'go on a bear hunt' through the corn fields. Staff include discussions and follow up activities back at the setting that deepen children's understanding.

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Curriculum and teaching Strong standard

Staff adapt teaching skilfully for different ages. They provide opportunities for babies to explore sensory materials and simple tools. Older children engage in imaginative play, mark making, storytelling and early writing. Staff consistently reflect on their teaching and identify where activities could be extended further, such as adding more information about life cycles or exploring children's curiosity about wind and movement.

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Inclusion Strong standard

Staff know children exceptionally well and remain alert to changes in behaviour, development or family circumstances. They work closely with health visitors, social care and the local authority to ensure children receive the support they need. Leaders demonstrate vigilant practice. This includes early identification of need, support for families and robust multi agency work for children on child protection plans.

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Inclusion Strong standard

Inclusion is deeply embedded across the setting. Staff identify children's needs early and use a wide range of strategies to reduce barriers to learning. Babies benefit from sensitive settling routines that prioritise emotional security. Children receive targeted support through intervention groups focused on speech, confidence and early identification of gaps.

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Inclusion Strong standard

Specialist staff lead inclusive practice with confidence. They support staff to understand children's needs and support with plans. Children's progress is regularly reviewed and staff maintain strong relationships with families to ensure consistency and trust.

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Inclusion Strong standard

Children known to social care are supported with dignity and care. Staff use family bags and whole group approaches to avoid singling out individuals. They work with schools to support transitions and share information effectively. Activities are adapted for different ages and abilities. Staff ensure babies can join in alongside older children.

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Leadership and governance Strong standard

Leadership is strong, reflective and deeply committed to improving outcomes for all children. It is highly effective and rooted in a clear vision for children's learning and wellbeing. Leaders have transformed the setting into a community centred provision where children learn through real life experiences and meaningful connections with the natural world. Staff position bug hotels in the community to encourage families to explore and integrate nursery learning into family experiences.

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Leadership and governance Strong standard

Leaders understand their responsibilities as designated safeguarding leads and act swiftly to protect children. They work closely with social care, health visitors and the local authority. They maintain strong relationships and clear communication. The extensive provision includes support for families experiencing difficulties. Leaders hold regular review meetings, offer additional sessions for children in need and work sensitively to build trust with families. Staff benefit from regular supervision, peer observations and access to a wide programme of training. Leaders consider staff wellbeing carefully, using wellbeing walks and reflective discussions to support the team. Specially trained staff help colleagues adapt provision effectively for children who face barriers to learning, those with special educational needs and/or disabilities, and those who are known to social care. They lead intervention groups

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Leadership and governance Strong standard

and ensure early identification of needs is a priority.

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Leadership and governance Strong standard

Leaders evaluate the provision thoughtfully and use whiteboards, scrapbooks and staff reflections to track progress and identify next steps. They understand the needs of the nursery and use additional funding effectively to enrich children's experiences through theatre visits, animal encounters and music sessions. Leaders have started to explore opportunities to share their practice beyond the setting and are passionate about taking this to the next level in their provision.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children thrive in this warm, community centred setting. They arrive confidently and settle quickly because staff know them incredibly well. Staff create an environment where every child feels valued. Children take part in familiar routines such as self registration and circle time. This helps them feel secure and part of the group.

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

Children enjoy a rich and varied day filled with meaningful learning. Babies explore sensory materials such as chia seeds and soil as they learn about frogspawn. Older children manipulate dough and explore language such as roll, stretch and flatten. Children show deep engagement in imaginative play, using the home corner to iron, cook and care for dolls. They talk on toy telephones, feed teddies and act out real life experiences with confidence.

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

Children form strong friendships and play well together. They share resources and take turns. Older children resolve minor disagreements with growing independence. Staff reinforce positive attitudes through praise. They use certificates and affirmations that help children feel proud of themselves. Children show kindness and empathy, for example when welcoming babies into their play or helping each other during activities.

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

Children explore fields, brooks and woodland areas. They learn about nature, weather and the environment. During forest learning sessions children paddle in shallow water, climb trees and build dens. They use magnifiers to search for insects. Children learn about cracks in the mud and the impact of the sun on the ground. As a result, children have a strong connection with the land that they explore and show the utmost respect and consideration for living things.

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

Children's voices are central to the day. They vote for stories, contribute to the rules and photograph their achievements for scrapbooks. They show confidence, independence and joy in their learning. This demonstrates the impact of the setting's nurturing, ambitious and community rooted approach.

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Next steps

Leaders should build on their already extensive community rooted practice by sharing their outdoor, nature based and inclusion work more widely across the local early years sector, so that their expertise has a transformational impact beyond the setting.

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Address:

Village Hall Nine Ashes Road Blackmore Essex CM4 0QW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 17:00,Friday : 07:15 - 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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About this inspection

The inspector spoke with leaders, special educational needs coordinator, 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. This data is from 30 April 2026

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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. 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

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

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