Chrysalis at the Church

Chrysalis at the Church
Unique reference number (URN): 2824837
Address: Epping Methodist Church, 119 High Street, Epping, CM16 4BD
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/01/2025
Registers: EYR
Registered person: Chrysalis at the Church Limited
Inspection report: 4 September 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children make sustained and meaningful progress. Babies show rapidly developing
communication as they learn early sign language. Toddlers show developing dexterity and
develop muscles as they manipulate dough. Children develop their sensory skills as they
explore paint and water play.
Older children use scales to weigh potatoes and show mastery as they peel vegetables.
Children use mirrors to identify facial features and design self-portraits from dough and
natural materials such as twigs. They confidently greet the French teacher and remember
French words as they sing along and carry out actions to songs.
Children with special educational needs and/or disabilities (SEND), make excellent progress
relative to their needs. Adaptations support communication, physical development and
emotional security. Children learning English as an additional language benefit from
repeated vocabulary, sign language and French woven through play.
Children show curiosity, independence and resilience. They explore natural materials and
investigate life cycles. Children engage in community learning as they learn about people
who help them and the jobs they do. Children's progress is consistently secure and
sustained. They build knowledge securely and demonstrate confidence across all areas of
learning.
Behaviour, attitudes and establishing routines Strong standard
Leaders set high expectations for children's behaviour. Staff consistently remind children
about rules and expectations. They apply these fairly and explain them in ways that children
can remember. Consequently, children behave well and show consistently positive attitudes
to their play and learning. Attendance is excellent and children are keen and eager to start
their day as soon as they arrive.
Children follow well-established routines. They know when to wash hands and tidy away for
lunch. Children show very positive manners throughout the day. Routines promote children's
independence as they peel bananas and pour drinks for snack.
Children are deeply settled and engage fully in their play because staff organise transitions
very well. They explore sensory trays and natural materials with their peers. Children
collaborate during block play and show kindness as they care for a toy bunny. Staff use
praise effectively to reinforce expectations.
Children show curiosity and confidence as they explore the thoughtfully and carefully
prepared environments. They show excellent concentration during play such as when they
organise and sort porcelain shoe figurines into lines. Children develop positive attitudes to
learning, highly secure social skills and confidence in managing routines. Children with
special educational needs and/or disabilities are enabled to explore the environments

through well-considered adaptations that mean they can access all available learning
opportunities.
Children's welfare and wellbeing Strong standard
Children are consistently safe because staff are vigilant, confident and proactive. Leaders'
effective oversight ensures that safeguarding practice is sustained. Children's welfare is
promoted very well. Staff follow safer sleep guidance and explain how they monitor high-risk
children such as those with asthma or premature babies. They securely understand the
importance of respiration checks and safe positioning. Dedicated sleep rooms support calm
routines that enable children to relax and sleep peacefully.
Children enjoy healthy meals and snacks. Staff wash hands with children to model hygiene
and support independence. Children expertly peel bananas, pour drinks and choose fruit.
Staff check food safety and manage allergens carefully to ensure children only have the
foods they are allowed. As a result, children develop excellent hygiene practices and healthy
lifestyles.
Children feel safe and valued. Staff cuddle poorly children, take temperatures and offer
reassurance. They respond swiftly and sensitively to emotional needs. Children show
confidence as they explore environments and engage with staff. They explore family albums
with staff, pointing out their family members with big smiles. This helps children feel secure,
cared for and safe.
Risk assessments are regularly updated and feeding plans amended as needed. Parents
say they feel reassured, informed and confident in staff expertise. This builds trust and
ensures children's safety and wellbeing.
Curriculum and teaching Strong standard
Curriculum and teaching are ambitious, coherent and consistently effective. Staff use
authentic materials that spark exploration and curiosity for children. Staff provide an
enriching range of experiences, such as baking, yoga and French sessions. Staff build on
previous experiences, such as visiting gardens where children have planted flowers, helping
children connect new learning to familiar contexts.
Communication and language underpin the curriculum. Staff use rich vocabulary, descriptive
language and mathematical concepts consistently. As a result, children repeat words, join in
songs and remain highly engaged. Storytelling is a strength. Staff use props to bring stories
to life and help children develop a love of reading. Staff use descriptive language such as
'heavy', 'light', 'big' and 'small' as children explore natural materials, helping them build early
mathematical understanding.
Teaching is warm and responsive. Staff follow children's lead, such as building houses for a
toy bunny and developing role play scenarios when children say the bunny is sick. Staff
support problem-solving and collaboration.
Environments are thoughtfully prepared to support individual learning styles and play
fascinations. Staff describe the textures of pinecones and encourage children to investigate
how much different items weigh, which deepens children's understanding of the world.

Teaching is consistently effective and embedded across rooms. As a result, children develop
curiosity, confidence and secure foundations for future learning.
Inclusion Strong standard
Inclusion is a significant strength. Children with complex needs receive highly individualised
support. Staff use individual support plans, care plans and multi-agency guidance to ensure
children's needs are met precisely. They work closely with community nurses, area special
educational needs coordinators and specialist teachers. Staff complete specific training that
ensures they can expertly meet children's needs. Staff attend training in British Sign
Language (BSL), that enables them to respond confidently to children's communication
needs.
Children with medical needs are supported very well. Staff recognise medical signs
immediately and are skilled in taking swift, appropriate action. Children with communication
delays benefit from BSL and all children learn the sign of the month. Children learning
English as an additional language hear French, English and sign language woven through
daily routines, helping them communicate confidently.
Children with physical needs receive adaptations such as specialist chairs, one-to-one
support and targeted settling sessions. Staff understand a range of additional needs and
adjust environments accordingly. This means that children with special educational needs
and/or disabilities make sustained progress because adaptations are skilful, systematic and
responsive. Parents who spoke with the inspector are highly positive, and children
experience consistently high-quality inclusion.
Leadership and governance Strong standard
Leadership is reflective, organised and ambitious. Leaders are highly committed to their
provision for children with special educational needs and/or disabilities (SEND), and
demonstrate expertise. They attend forums and maintain effective links with the local
authority, ensuring practice remains current and responsive. Leaders have established
highly-effective partnerships with parents and professionals. They work closely with parents
to fully understand children's unique capabilities and needs. In addition, they have
developed professional working with health-care professionals such as specialist nurses and
inclusion partners from the local authority. This means that they can provide the most
appropriate support that ensures all children make secure and consistent progress from
their start points. Leaders know what funding is available for children and use this in the
most appropriate ways that help children to make sustained progress from their start points.
Leaders support staff continuous improvement. They complete regular observations, peer
reviews and spontaneous feedback. Staff complete activity sheets and discuss practice
during supervision. Leaders test staff knowledge during walk-throughs of safer sleep and
mealtimes. They recognise individual learning styles and tailor support. Staff feel supported
by leaders to manage their workload and staff say they have a positive work-life balance.
They feel supported through regular discussions about their well-being and value the open-
door approach where they can speak to leaders at any time.

Leaders have developed performance management which is thorough. Staff complete
probation reviews at regular intervals and have ongoing quality supervisions where they can
discuss performance and ongoing professional development. Training is precisely aligned
with the identified priorities of the setting. Sharply focused leadership drives consistently
effectively practice across the setting. Staff feel confident, supported and empowered. This
means that children benefit from sustained, high-quality provision. Senior leaders have
secure oversight of the setting and support and challenge setting leaders. This means that
setting leaders and staff are clear about their responsibilities and are able to consistently
raise standards for children, particularly those with SEND, or those who have barriers to
their learning.
What it's like to be a child at this setting
Children flourish in this warm, homely and highly nurturing environment. They settle quickly
because staff prioritise emotional security and respond with sensitivity. Leaders have clear
expectations for attendance which are shared with parents. This ensures that children
attend regularly and develop secure attachments with staff and are emotionally ready to
learn. Babies snuggle into staff, laugh as they explore light-up-rings and show avid curiosity
as they investigate paint and sensory materials. These experiences help babies build
confidence and develop early communication skills as staff name colours, describe textures
and model simple signs.
Toddlers explore dough with enthusiasm. They make faces, roll shapes and even discover
how to cut dough using string. Staff respond with genuine delight, telling children how clever
their ideas are. This boosts children's problem-solving skills and encourages them to think
critically. Children develop fine motor skills as they scoop sand and pour water. They show
perseverance when challenges arise, such as when handling tools, and staff encourage
them to keep trying.
Children explore thoughtfully prepared environments that spark curiosity. They investigate
pine cones, herbs and natural objects, smelling, touching and describing textures. They
explore mud kitchens, climb and balance and learn to take well-managed risks.
Children develop imagination as they build houses for a toy bunny, create hospitals and sing
to make the bunny feel better. Staff follow children's ideas and extend learning as they
encourage design, construction and storytelling. This deepens children's creativity and
collaboration.

Inspector:
Clare Ford
About this setting
Unique reference number (URN): 2824837
Address:
Epping Methodist Church
119 High Street
Community links enrich children's experiences. They visit gardens, plant flowers, explore
markets and learn about people at work. Children investigate bird nests and explore old
wasp nests. They harvest root vegetables and weigh and peel potatoes as they learn about
life cycles. These experiences help children connect learning to the real world.
Children and their families receive a warm welcome. Family photographs help children see
their home lives represented and strengthen their sense of belonging. As a result, children
feel safe and valued. Children show independence as they peel bananas, pour drinks and
wash hands. They follow routines and manage transitions well. As a result, children develop
confidence, curiosity and secure foundations for future learning. Children with special
educational needs and/or disabilities make secure progress from their start points because
leaders have designed a curriculum that supports all children, including those with barriers
to learning to learn to engage in learning alongside their peers.
Next steps
Leaders should embed and evaluate their highly effective inclusive practice over time so
that it has a sustained, transformational impact on every child and can be shared with
other settings.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator and
parents during the 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.

Epping
CM16 4BD
Type: Childcare on non-domestic premises
Registration date: 29/01/2025
Registered person: Chrysalis at the Church Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Essex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
120
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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