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
Inspection report: 17 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
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.
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.
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.
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.
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.
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,

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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

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.
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'.
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.
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.
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.
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.

Inspector:
Rachel Wells
About this setting
Unique reference number (URN): 2841259
Address:
Chadwell St Mary Village Hall
Waterson Road
Grays
Essesx
RM16 4NX
Type: Childcare on non-domestic premises
Registration date: 27/05/2025
Registered person: Thurrocks Little Learners LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Thurrock
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children 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.

This data is from 17 September 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
63
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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