Thurrocks Little Learners

Thurrocks Little Learners

Unique reference number (URN): 2841259 Address: Chadwell St Mary Village Hall, Waterson Road, Grays, Essesx, RM16 4NX Type: Childcare on non-domestic premises Registered with Ofsted: 27/05/2025 Registers: EYR, CCR, VCR Registered person: Thurrocks Little Learners LTD

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children behave very well and show positive attitudes towards their learning and play. They understand and respond positively to the setting's shared expectations of 'kind hands' and 'kind words'. Children form warm, trusting relationships with practitioners and develop positive relationships with one another. They readily share, take turns, negotiate and cooperate in their play. When using magnetic shapes, children work collaboratively to build a tower, sharing ideas and considering each other's suggestions as they develop their construction together.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate a clear understanding of familiar routines and expectations that reflect their age and stage of development. Older children move happily and confidently between different areas of the setting, often talking and interacting with one another as they do so. Younger children receive simple, age-appropriate guidance to help them understand expectations and manage disagreements, with children supported to share resources and continue playing alongside one another. Children respond positively to these approaches and increasingly manage their behaviour and relationships with confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Practitioners recognise children's individual needs and circumstances and provide sensitive support that helps children regulate their emotions, settle and participate fully. Leaders place importance on regular attendance and punctuality and work with families when attendance concerns arise. They use available funding thoughtfully to support continuity for children who attend during term time only, enabling children to access additional sessions during the holidays. This helps children maintain familiar routines and relationships throughout the year.

p.2

Inclusion Strong standard

Leaders create a thoughtful and inclusive culture where practitioners know children well and respond sensitively to the individual needs of children, including those of children with special educational needs and/or disabilities. They gather detailed information from families, observations, progress checks at age 2 and specialist advice to identify emerging needs early and put appropriate support in place.

p.2

Inclusion Strong standard

Practitioners make purposeful adaptations that enable children to participate confidently alongside their peers. Photos of familiar routines, such as snack and toileting routines, help children communicate their needs and make choices independently. Staff also build activities around children's interests, using resources such as pom-poms and shells to develop communication, turn-taking and participation. At mealtimes, practitioners use detailed knowledge of individual care needs to provide safe, responsive support while children eat alongside their friends.

p.2

Inclusion Strong standard

Leaders work closely with parents and specialist services and review support as children's needs develop. They respond flexibly to family circumstances, offering sessions around appointments and using early years pupil premium funding to support continuity during holidays. Leaders also provide thoughtful support for families who need additional help,

p.2

Expected standard

including by connecting them with the 'Family Hub'. These well-coordinated approaches reduce barriers, help children take part fully in nursery life and support their confidence, development and progress.

p.3

Achievement Expected standard

Children generally make progress from their starting points and develop age- and stage- appropriate knowledge and skills across the areas of learning. Many children build their vocabulary, use words to express their needs and ideas, listen to others and increasingly sustain interactions. Children typically develop early mathematical understanding as they count, sort, match and explore size and quantity. During spontaneous tea-party play, children combine and share oats, using their developing understanding of quantity as they play together. Babies develop their physical skills and coordination as they climb, slide, post objects and stack resources, showing perseverance as they repeat activities and work out how things fit together.

p.3

Achievement Expected standard

Children with special educational needs and/or disabilities, disadvantaged children, children who have previously received support from children's social care and children facing other barriers typically make progress from their individual starting points. Most children develop increasing confidence, social skills and positive attitudes as they become more settled and engaged in learning.

p.3

Achievement Expected standard

Children usually acquire the knowledge and skills needed for their next stage. Older children develop the communication, physical skills, confidence and positive attitudes that will support their transition to school. Some children are still developing independence in everyday routines, while some are not yet consistently extending their ideas, explaining their thinking or making connections in their learning.

p.3

Children's welfare and wellbeing Expected standard

Children receive warm, responsive care that meets their individual needs and helps them feel safe, settled and valued. Key persons know children well and build secure, responsive relationships with them. During play, practitioners spend time alongside children, responding to their interests and cues. Children enjoy warm interactions with familiar adults, such as when taking turns to roll a ball backwards and forwards while laughing together. Practitioners understand children's individual routines, preferences and care needs and use this knowledge to provide consistent support.

p.3

Children's welfare and wellbeing Expected standard

Parents describe their children becoming increasingly settled and confident, including through patient support with eating and toileting. Children with special educational needs and/or disabilities receive tailored care that supports their communication, personal care and participation.

p.3

Children's welfare and wellbeing Expected standard

Children develop an increasing understanding of their health, safety and wellbeing through familiar routines. At mealtimes, babies sit together and receive food that reflects their individual weaning stages. Practitioners consider appropriate textures and portion sizes and follow children's individual care plans where needed. Sleep routines reflect children's individual needs and safer-sleep guidance. Children receive reassurance and support to recognise and manage their emotions and to settle confidently.

p.3

Children's welfare and wellbeing Expected standard

Children have regular opportunities to move, be active and enjoy fresh air. They access the outdoor area each day, although wet weather can make outdoor experiences less consistent for babies without suitable waterproof clothing. This means that some babies have fewer opportunities to enjoy outdoor play when the weather is wet.

p.4

Curriculum and teaching Expected standard

Children experience a broad curriculum across all areas of learning and development. Practitioners provide purposeful experiences that build knowledge and skills through play, routines and planned activities. They develop children's communication and language through singing, books and conversations during play. As children explore play dough and loose parts, practitioners introduce words such as 'squeeze', 'pinch' and 'pull'. Children develop mathematical understanding as they stack, sort and explore shapes and scoop sand. Climbing, sliding, riding and using scooters support physical development, while everyday routines and play develop children's confidence, cooperation and self-regulation.

p.4

Curriculum and teaching Expected standard

Practitioners use observations and their knowledge of children's starting points to adapt activities and resources to meet different needs and stages of development. Visual resources, individual communication books and carefully selected activities help children with special educational needs and/or disabilities to participate and communicate. Children follow their interests and make choices about their play.

p.4

Curriculum and teaching Expected standard

Practitioners do not consistently extend children's learning through their interactions. At times, they use questions that require brief answers rather than encouraging children to explain their thinking or extend their ideas. Adults sometimes complete tasks for children rather than allowing them time to work things out independently. This limits opportunities for children to develop their thinking, language and independence.

p.4

Leadership and governance Expected standard

Leaders generally understand the setting's strengths and areas for development. They take action as the provision grows and respond to the needs of children and families. They have developed separate spaces for different age groups and have redeveloped the garden to provide varied opportunities for children to learn and play outdoors. Leaders are also developing plans for a separate hub in the garden that all children can access, with a particular focus on sensory needs.

p.4

Leadership and governance Expected standard

Leaders consider children's individual circumstances when making decisions, and work with families, the local authority and outside professionals to secure appropriate support. They generally maintain regular communication with parents and help families access wider services when needed. Staff report that leaders support their wellbeing and make them feel valued in their roles. Leaders use self-evaluation to review the provision, though they are still developing how they use this process to drive improvement. They are beginning to put identified improvements into practice, while some aspects of practice are still developing across the setting. Staff access training through the setting's training package and share their learning with colleagues. Leaders are preparing for a planned change in management through induction and training, helping to maintain continuity for children, families and staff.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children enjoy a warm, welcoming and inclusive experience at the setting. They form secure relationships with practitioners, who know their interests, routines and individual needs well. Children arrive ready to learn and play, and quickly become settled and confident. They enjoy choosing their own activities and exploring the setting. Babies investigate sensory experiences, such as exploring soaked chia seeds and water, and use their whole bodies to investigate different textures. They practise climbing and sliding and repeat posting and stacking activities as they develop their physical skills. Older children create with play dough and loose parts, explore textures and changes in materials, and use their ideas in imaginative play.

p.6

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

Children feel a clear sense of belonging and learn alongside their peers. Practitioners make thoughtful adjustments so that children with special educational needs and/or disabilities can communicate, join in and enjoy activities alongside their friends. Children with different needs and circumstances are welcomed as part of the group. Children develop warm relationships with adults and each other, and readily share, take turns, negotiate and cooperate. They show kindness towards one another and respond positively to familiar expectations of 'kind hands' and 'kind words'.

p.6

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

Children enjoy spending time outdoors in the thoughtfully developed garden, where they ride bikes and trikes, dig, explore natural materials and investigate the world around them. They explore mint plants and other natural materials during sensory play and talk about what they notice. Children confidently move between activities and make choices about where and how they play.

p.6

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

Children behave very well and show positive attitudes towards their learning and play. They understand familiar routines and respond positively to guidance from practitioners. Older children line up and walk calmly together between areas, while younger children learn to share resources and manage small disagreements with support.

p.6

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

Children show perseverance when they try something new or repeat an activity. They feel safe, valued and understood, and leave the setting with growing confidence and the knowledge and skills that prepare them for the next stage in their education.

p.6

Next steps

Leaders should improve the consistency of adult interactions so that children have more opportunities to think, communicate their ideas, extend their learning and develop independence through everyday experiences. Leaders should strengthen how they review and adapt welfare and wellbeing practices so that children's physical health and wellbeing are consistently supported, including babies' access to outdoor play in wet weather. Leaders should further develop their use of self-evaluation so that they routinely check the impact of changes on children and use this to guide further improvement.

p.6

Address:

Chadwell St Mary Village Hall Waterson Road Grays Essesx RM16 4NX

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Thurrocks Little Learners LTD

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

p.7

Facts and figures used on inspection

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

p.7

About this inspection

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

p.7

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 17 September 2026

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9