Woodham Mortimer PreschoolOfsted report card, 23 Sept 2026

Woodham Mortimer Preschool

Unique reference number (URN): 2819430 Address: Brookhead Farm, Maldon Road, Woodham Mortimer, Maldon, Essex, CM9 6GP Type: Childcare on non-domestic premises Registered with Ofsted: 17/12/2024 Registers: EYR Registered person: Woodham Mortimer Preschool

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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

Staff and leaders have remarkably high expectations for every child. They establish warm, nurturing relationships that create a calm, welcoming and purposeful learning environment where children remain highly engaged in their play and learning. Staff ensure that children understand and confidently follow daily routines, fostering a secure sense of security, belonging and independence.

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Behaviour, attitudes and establishing routines Strong standard

Staff and leaders are enthusiastic, caring and highly effective role models. They communicate expectations and boundaries clearly, using language and approaches that are appropriate to children's ages and stages of development. Staff provide sensitive support and guidance, helping children to understand the impact of their actions and make positive choices. As a result, children behave exceptionally well and consistently demonstrate respect, kindness and consideration towards both their peers and adults.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully support children to collaborate, share resources and take turns during activities. For example, children eagerly take turns matching numerals to quantities, demonstrating high levels of enthusiasm, perseverance and motivation to complete the task. These experiences help to strengthen children's social skills, cooperation and positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have effective systems in place to monitor and track children's attendance. They work closely with parents and carers, carrying out wellbeing checks when needed to gain a deeper understanding of individual family circumstances. This enables leaders to provide appropriate support and promote regular attendance and punctuality, ensuring that children benefit fully from the learning opportunities available.

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Children's welfare and wellbeing Strong standard

Staff and leaders create a warm, welcoming and inclusive environment where children feel safe, secure and happy. Well-established routines help children settle quickly and move confidently through the day. Children enjoy exploring both the indoor and outdoor learning environments, making independent choices about the activities they wish to engage in. For example, when choosing to access the garden, children independently assess whether the pathway is safe and ready to use, demonstrating a secure understanding of the setting's safety expectations.

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Children's welfare and wellbeing Strong standard

Staff provide meaningful opportunities for children to develop healthy lifestyles and independence. Children confidently follow the setting's hygiene routines, such as washing their hands before meals. They make healthy choices about the foods they would like to eat, pour their own drinks and place used dishes in the designated areas. Through regular opportunities to practise these skills, children become increasingly confident, capable and independent in managing their own needs.

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Children's welfare and wellbeing Strong standard

Warm, trusting relationships between staff and children are at the heart of the provision. Children receive comfort, reassurance and sensitive support when they become upset or

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Expected standard

unsettled. Nurturing staff help children to recognise, express and understand their feelings and emotions in age-appropriate ways. As a result, children develop growing emotional resilience and are increasingly able to regulate and manage their emotions with appropriate support.

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Inclusion Strong standard

Staff and leaders are highly skilled, experienced, and ambitious for every child. They maintain consistently high expectations and use robust assessment and monitoring systems to swiftly identify emerging needs. They adapt all educational programmes effectively to ensure that children receive timely support and make remarkable progress in their learning and development.

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Inclusion Strong standard

Staff and leaders have a thorough understanding of how to assess and meet children's individual needs through effective collaboration with parents and external professionals. They implement targeted, graduated support that is carefully planned, regularly reviewed and adapted as necessary. Ongoing professional development strengthens staff expertise, including specialised training in areas such as supporting children with autism. As a result, children with special educational needs and/or disabilities (SEND) thrive within this inclusive environment, including those who may have found it difficult to settle in other settings. Staff use children's individual interests and preferences skilfully to promote engagement, learning and emotional wellbeing. For example, staff encourage children with SEND to access preferred resources, such as toy cars, which help them regulate their emotions and feel secure. Nurturing staff enrich these experiences by modelling language, naming objects and

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Inclusion Strong standard

describing actions, effectively supporting children's communication and language development.

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Inclusion Strong standard

Staff and leaders work relentlessly to implement innovative and effective strategies that support children's social and emotional wellbeing alongside their communication and language skills. They engage in relevant training and consistently translate their learning into high-quality practice. They use additional funding purposefully to enhance provision, strengthen support and improve outcomes for children. Consequently, all children receive timely, well-coordinated interventions that help remove barriers to learning at the earliest opportunity, enabling them to flourish and achieve their full potential.

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Achievement Expected standard

Generally, children achieve well from their starting points and make appropriate progress across all areas of learning. Development gaps are closing effectively. However, learning is not always consistently consolidated and built upon, which means that some children do not make the sustained progress they are capable of over time.

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Achievement Expected standard

Children acquire the skills and knowledge they need to move successfully to the next stage of their education. Children with special educational needs and/or disabilities (SEND) also make secure progress from their starting points and meet their individual targets within expected timescales. For example, children with SEND settle quickly into the setting and demonstrate increased confidence and engagement, progressing to attending longer and more frequent sessions. They confidently access all areas of the provision and develop a broader understanding and use of new vocabulary.

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Achievement Expected standard

Children quickly acquire new vocabulary, such as 'bigger' and 'sideways', while steadily developing their mathematical understanding. They learn to count in sequence and identify colours in their immediate environment. Children also develop the practical skills required to plant and nurture growing plants, enhancing their understanding of the world around them. They demonstrate secure fine-motor control when using mark-making tools and resources. Outdoors, children confidently use slides and climbing equipment, developing their balance, coordination and physical strength.

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Curriculum and teaching Expected standard

Leaders have a clear vision for what they want children to learn and have developed an ambitious, inclusive curriculum that encompasses all areas of learning. Their intent is to equip children with the knowledge, skills and attitudes needed to make successful progress through each stage of their education. Staff carry out regular observations and assessments to identify what children know and can do and use this information to plan appropriate next steps in learning. However, on occasions, staff do not consistently build on children's learning. For example, when introducing new concepts of learning, staff do not always ensure that children have fully grasped these concepts before progressing to more challenging learning.

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Curriculum and teaching Expected standard

The development of children's communication and language skills is a key priority across the setting. Staff skilfully introduce and explain new vocabulary during meaningful experiences. For example, during gardening activities, they introduce words such as 'compost' and clearly demonstrate how to use a spade to dig a hole before carefully placing a plant into the soil. Staff engage children in thoughtful discussions about what plants need to grow and thrive, helping them develop a deeper understanding of the natural world while broadening their vocabulary and language skills.

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Curriculum and teaching Expected standard

Staff support children's emotional development effectively and provide a wide range of opportunities to promote their physical development. For example, in the outdoor environment, staff encourage children to use climbing equipment and slides with increasing control and confidence, helping to develop their balance, coordination and core strength. Staff also nurture children's thinking and problem-solving skills through purposeful play experiences. For instance, they encourage children to fill jugs with water and pour it through pipes, prompting them to observe and discuss the cause-and-effect relationship. These experiences help children to think critically, make predictions and develop confidence as independent learners.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development. They are committed to providing children with the best possible start to their early education. Leaders place a strong emphasis on staff's professional development and continually invest in enhancing staff knowledge and expertise. However, this has not yet resulted in consistently strong practice across the team. Consequently, not all staff implement the curriculum with sufficient confidence or consistently build on children's learning to deepen understanding and maximise progress.

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Leadership and governance Expected standard

Leaders place a high priority on staff wellbeing and have established a positive and supportive culture that promotes staff retention. Staff report high levels of job satisfaction and benefit from regular supervision, meetings and professional development opportunities that enhance their skills and expertise. For example, staff participate in targeted training focused on supporting children's speech and language development, as well as their social and emotional wellbeing. As a result, staff are well supported in meeting the diverse needs of children and their families.

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Leadership and governance Expected standard

Robust partnerships with parents and the wider community make a significant contribution to the setting's success. Through these effective collaborations, leaders have secured additional resources and opportunities that further enhance the provision and improve outcomes for children. Parents feel welcomed, valued and listened to, and speak highly of the support provided by leaders and staff. They recognise the positive impact the setting has on their children's development, particularly in overcoming barriers to learning. Leaders' dedication, ambition and proactive approach ensure that children receive tailored support and are well prepared to thrive in this inclusive and nurturing environment.

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

Children arrive at this nurturing setting happy, confident and eager to learn. They are warmly welcomed by caring and supportive staff, enabling them to separate from their parents and carers with ease. Children attend regularly and leaders have robust systems in place to monitor attendance and ensure that children do not miss valuable learning opportunities. Children benefit from accessing a stimulating and engaging environment that reflects all areas of learning while it incorporates their interests and individual preferences. For example, before children begin attending the setting, staff meet with parents to gain a detailed understanding of each child. This information is used effectively to tailor learning experiences and support children's individual needs from the outset.

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

Children benefit from the support of attentive and nurturing staff, who encourage them to investigate, explore and make independent choices, fostering confidence, curiosity and independence. For example, when they show an interest in the messy play area, staff encourage them to engage fully in sensory experiences using shaving foam. Children become deeply involved in imaginative play, pretending to wash and clean cars with brushes. They share resources cooperatively with their peers and demonstrate sustained

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Address:

Brookhead Farm Maldon Road, Woodham Mortimer Maldon concentration as they complete their chosen activities. These experiences help children to develop curiosity, problem-solving skills and a positive attitude towards learning.

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Address:

Children form warm and trusting relationships with staff, who are attentive and responsive to their individual needs. They receive consistent guidance, reassurance and emotional support throughout the day. For example, during the settling-in process, children spend time with their key person who carefully and sensitively introduce them to the environment and daily routines, ensuring they feel safe, secure and welcomed. Children with special educational needs and/or disabilities are fully included and supported through thoughtful adaptations that enhance their learning and development. Children feel valued and included as nurturing staff praise and celebrate their efforts and achievements. As a result, children develop confidence, a secure sense of belonging and emotional resilience.

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Next steps

Leaders should ensure that staff use all opportunities to extend children's learning, enabling children to make stronger progress and achieve better outcomes. Leaders should continue to mentor and support staff to improve their practice and expertise to deliver high-quality care and education.

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About this inspection

The inspector spoke with leaders, staff, the 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. Essex CM9 6GP Type: Childcare on non-domestic premises

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About this inspection

Registered person: Woodham Mortimer Preschool

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About this inspection

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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