Beaches Pre-School

Beaches Pre-School

Unique reference number (URN): 2837763 Address: On site of Westlands Cp School, Beeches Close, Chelmsford, CM1 2SB Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/2025 Registers: EYR Registered person: Beaches Pre-School

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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 very well and demonstrate extremely positive attitudes towards their learning. They are confident, independent and highly capable in managing their own needs and routines. Children make choices about their play, serve their own food and confidently access resources throughout the environment. Their behaviour is remarkable. Children show kindness, patience and respect for one another. They willingly share equipment, help friends and take turns when taking part in group activities.

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Achievement Strong standard

Children communicate confidently with adults and their friends. They eagerly share ideas, recall past experiences and engage in meaningful conversations during play and routines. Children show curiosity and enthusiasm as they explore, investigate and problem-solve. They sustain high levels of concentration and become deeply engaged in activities that interest them, such as making 'potions' from water and mint leaves. Children with special educational needs and/or disabilities are fully included and participate confidently alongside their peers. They form secure friendships, communicate their needs effectively and show high levels of emotional security and belonging within the setting. Consequently, children are extremely well prepared for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm, nurturing and wonderfully inclusive environment where children demonstrate prominent positive behaviour and attitudes to learning. Routines are embedded well by staff and support children to feel safe, secure and confident throughout the day. Children independently manage tasks such as self-registration and tidying resources. Consequently, children develop high levels of independence, resilience and self- care skills.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is highly impressive. Staff act as positive role models who support children to show kindness, patience and consideration towards one another. They help friends with tasks such as showing them how to hold straws properly during craft activities. Children confidently follow familiar routines without adult reminders, including washing their hands before they sit down for mealtimes. They understand boundaries and respond positively to explanations about keeping themselves and others safe.

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Behaviour, attitudes and establishing routines Strong standard

Children show highly positive attitudes towards learning. They sustain concentration remarkably well, become deeply engaged in activities such as story time and eagerly explore the environment with curiosity and enthusiasm. Staff support children to confidently communicate with others, expressing ideas and participating enthusiastically in conversations and group activities. Inclusive approaches ensure that children with special educational needs and/or disabilities are fully involved in routines and experiences. As a result, children are emotionally secure, highly motivated and well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance effectively through positive communication and supportive partnerships with families. They swiftly follow up on unexplained absences. Leaders understand the individual circumstances of families and respond with sensitivity and flexibility. Therefore, children settle quickly, benefiting from secure relationships and continuous learning experiences.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted notably well through warm relationships, consistent routines and a highly inclusive environment. Children are emotionally secure, confident and settled. Staff support children to readily express their feelings using resources such as the colour monster. Therefore, children develop a deep understanding of how to manage and control their emotions. Staff use sensitive and responsive interactions to ensure that children have a deep sense of belonging and form trusting relationships with adults and friends.

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Children's welfare and wellbeing Strong standard

Staff support children to show high levels of independence in managing their personal care, hygiene and self-help skills. They confidently wash their hands, manage toileting routines and pour drinks by themselves. Children become very independent and confident in doing things for themselves. Staff ensure that children understand how to keep themselves safe. For example, staff use gentle reminders when children are using scissors, climbing equipment and real utensils. Consequently, children develop prominent levels of resilience, confidence and growing responsibility for their own wellbeing.

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Children's welfare and wellbeing Strong standard

Staff place important emphasis on healthy lifestyles and emotional health. Children enjoy nutritious meals, regular outdoor play and physical activity in all weathers. They are highly engaged, active and motivated learners who confidently access calming routines, breathing exercises and sensory spaces. Staff embed an inclusive approach to ensure that children with special educational needs and/or disabilities are fully involved and thrive alongside their peers. As a result, children are extremely happy, secure and well prepared for future learning.

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Inclusion Strong standard

Children experience a consistently positive, nurturing environment. Leaders and staff demonstrate a highly inclusive and reflective approach to supporting children with barriers to their learning. They have strengthened systems and processes to ensure that children and families receive timely and effective support, particularly during periods of change. Staff work collaboratively with parents and external professionals to create detailed support plans that identify clear targets and strategies for children. As a result, children make wonderful progress from their starting points and are fully prepared for their next stage of learning.

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Inclusion Strong standard

Staff take time to understand each child's needs, routines and interests, enabling them to tailor provision carefully from the outset. Staff have a deep and secure knowledge of a wide range of additional needs and continually develop their expertise through impactful training, professional dialogue and collaboration with specialists such as occupational therapists. Consequently, staff adapt practice confidently to wholly support children's communication, emotional wellbeing and behaviour. For example, flexible approaches such as adapting attendance patterns help children settle successfully and feel thoroughly secure.

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Expected standard

Leaders work closely with external agencies, including social care and safeguarding partners, to support vulnerable children and families. Staff demonstrate sensitivity and professionalism when responding to complex family circumstances. They maintain appropriate boundaries while continuing to provide emotional support and consistency for children. Therefore, children who experience instability are settled, secure and remarkably confident within the setting.

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Curriculum and teaching Expected standard

Leaders have developed a broad curriculum that focuses on children's independence, emotional wellbeing and confidence. Children benefit from calm, purposeful routines and are supported in managing age-appropriate tasks independently. For example, children pour drinks, serve food and dress themselves ready for outdoor play. As a result, children are increasingly independent, capable and secure in the setting. Staff place emphasis on communication, relationships and inclusion so that children respect differences, talk openly about their feelings and develop positive friendships.

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Curriculum and teaching Expected standard

The curriculum is responsive to children's starting points, interests and individual needs. Leaders gather detailed information from parents and adapt learning experiences accordingly. Staff recognise that children develop at different rates and place value on children making progress from their individual starting points rather than fixed age-related expectations. Therefore, children build resilience and make progress relative to them.

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Curriculum and teaching Expected standard

Teaching is rooted in practical, meaningful experiences. Children enjoy a rich outdoor curriculum in which they explore nature, care for wildlife, grow plants and engage in sensory activities. Staff support children's curiosity well and introduce ambitious vocabulary during play, such as 'container' and 'lemon balm'. Children are engaged, motivated learners who confidently make choices and sustain high levels of concentration. Staff support children's physical development and emotional regulation professionally through movement sessions, breathing exercises and opportunities for managed risk.

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Curriculum and teaching Expected standard

However, as the curriculum approach is still new, some staff questioning is not yet consistent enough to fully deepen children's thinking. Leaders recognise this and are beginning to embed a more responsive approach to teaching and curriculum delivery.

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Leadership and governance Expected standard

Leaders place professional emphasis on safeguarding and partnership working to promote children's safety, stability and emotional wellbeing. Leaders remain proactive in responding to local safeguarding concerns, ensuring that staff are informed through regular updates and discussions. As a result, safeguarding culture is vigilant and embedded across the setting, keeping children protected from harm.

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Leadership and governance Expected standard

Leaders are reflective and recognise barriers local families face, including financial pressures and work commitments, and adapt their approaches accordingly. For example, leaders use additional funding, including the early years pupil premium, to provide resources and experiences for children who may otherwise miss out. Communication with other settings and agencies further supports continuity in children's care and learning. However, leaders have appropriately identified opportunities to strengthen this further through more consistent shared communication systems.

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Leadership and governance Expected standard

Parents hold the setting in high regard and feel well supported by leaders. They talk about noticeable improvements in their children's confidence, communication and social development since attending the setting.

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Leadership and governance Expected standard

Leaders demonstrate a reflective approach to continuous improvement. They adapt staffing arrangements to improve staff wellbeing and increase the quality of interactions with children. Staff feel valued and supported by leaders and speak positively about opportunities for training and professional development. Consequently, children benefit from a reactive, enthusiastic team that thoroughly meets their needs.

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Leadership and governance Expected standard

Children remain highly engaged, motivated and eager to learn across this caring and responsive provision. Leaders have begun to further develop the curriculum through a more curiosity-based approach. However, this is not yet fully embedded, and, at times, staff miss opportunities to consistently extend children's thinking, which leaders are aware of.

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

Children flourish in this highly nurturing, inclusive and stimulating environment where they feel safe, valued and emotionally secure. They arrive happily, settle quickly into routines and demonstrate a prominent sense of belonging within the setting. Staff build warm, trusting relationships with children and families from the outset, helping children feel settled and confident to explore their environment independently. Parents value the setting's caring and non-judgemental approach, and feel staff genuinely understand and champion their children's individual needs. Consequently, children feel valued, included and well supported to thrive.

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

Children thoroughly enjoy learning and engage enthusiastically in the rich experiences available to them. Staff create meaningful opportunities for children to investigate nature, such as watching the setting's camera footage of a family of foxes. Children also learn to care for wildlife and explore textures, smells and natural materials. Therefore, children are curious, highly engaged learners who confidently share ideas, recall past experiences and use ambitious vocabulary in conversations and play. Staff weave literacy, mathematics and

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About this setting

Unique reference number (URN): 2837763 communication naturally throughout the day, helping children apply their learning in a purposeful way.

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About this setting

Children achieve highly from their individual starting points, including children with special educational needs and/or disabilities. Staff use flexible and thoughtful approaches. They adapt routines, use visual communication methods and carefully tailor experiences to children's interests and stages of development. Consequently, children become increasingly confident communicators who participate fully alongside their friends. Children demonstrate impressive levels of autonomy as they independently self-register, manage personal care and make choices about their play and learning.

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About this setting

Children understand expectations, manage risk safely and regulate their emotions successfully through thoughtful support by staff. Mealtimes, transitions and group activities are calm, purposeful and social experiences where children behave remarkably well and show kindness, cooperation and respect for others. As a result, children develop excellent communication skills, resilience and emotional wellbeing. They leave the setting extremely well prepared for their next stage of learning.

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Next steps

Leaders should support staff to develop and consistently use effective questioning techniques to deepen children's thinking and further enhance children's learning across the curriculum.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and their families 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:

On site of Westlands Cp School Beeches Close Chelmsford CM1 2SB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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

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

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