URN 2828431 · Inspected 2026-09-14 · Published 2026-10-14 · Inspector: Lorraine Terris
Little Harts Childcare Unique reference number (URN): 2828431 Address: School Road, Billericay, Essex, CM12 9LH Type: Childcare on non-domestic premises Registered with Ofsted: 10/03/2025 Registers: EYR Registered person: Little Harts Childcare Ltd Inspection report: 14 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 Leaders have created a calm, welcoming and safe environment. Children understand and follow the routines and expectations that are firmly embedded in daily life. For example, they respond immediately to the signal to stop and begin tidy-up time. Transitions between activities, such as getting ready to go outside or preparing the room for lunch, are seamless and calm. Children use these routines to develop their independence and sense of responsibility. Leaders and staff are excellent role models and consistently demonstrate calm, respectful and positive interactions. As a result, children consistently show care and kindness towards one another. For example, children put an arm around a friend who is sad or offer to help a friend open their lunch. Children behave exceptionally well and show consistently positive attitudes to learning. They proudly talk about the 'fairy' and 'dinosaur' gardens they designed and created together and consider what they can add to develop them further. Other children are excited to share their drawings and pictures and respond to praise for their efforts. Staff have high expectations of the children's behaviour and quickly provide support or instructions when necessary. This helps children to understand expectations and manage their behaviour successfully. Leaders monitor attendance and quickly identify any emerging patterns. They work closely with families to address any barriers to regular attendance. Children's welfare and wellbeing Strong standard Children's wellbeing and emotional development are a priority at this setting. Leaders and staff place particular importance on helping children to understand and express their emotions. At the start of the day, staff encourage each child to push the button on the lights to indicate how they feel. Staff note children's responses and check in with those who indicate they feel less than happy. As a result, staff promptly respond to children's emotional needs. Leaders have established a thorough settling-in process which is unique to each child. For example, they plan settling-in sessions around each child's individual needs and give staff time to get to know each child. As a result, staff build warm and caring relationships with the children and their families, helping the children to feel safe and secure. Mealtimes are a particularly social time. Staff sit with children and promote safe-eating practice. Staff clearly identify children with dietary requirements and allergies so that they receive the correct food. Discussions about healthy food and healthy eating help children develop an understanding of how to keep themselves healthy. Staff regularly help children understand how to keep themselves safe through planned discussions and circle-time activities. Expected standard Leaders have established robust routines and safe-sleeping practice. Babies have access to cosy sleep areas with individual sleep spaces, appropriate bedding and dim lighting. These arrangements provide babies with a calm and comfortable environment in which to rest. Effective personal-care and hygiene routines are also well established. Staff provide appropriate support when children need it and help them develop increasing independence in their personal care. Staff encourage children to wash their hands independently before meals and after being outside. Inclusion Strong standard Leaders and staff place inclusion at the centre of their work. They have high expectations for all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and wellbeing. Staff carry out highly effective initial assessments and ongoing observations of all children. They work closely with parents to build a thorough understanding of each child's needs. As a result, they plan focused support and make appropriate adaptations that enable all children to access the learning opportunities available alongside their peers. For example, they adapt the number of objects used during 'bucket time' so that children can succeed and join in with their friends. When necessary, leaders work with external professionals and access relevant services to ensure that children receive the appropriate support they need to make progress. Staff are committed and undertake regular training. For example, a recent course on toilet training has had a significant impact on children's school readiness. Leaders use funding effectively to support children's individual needs. For example, targeted funding is used to provide engaging resources to support children's personal, social and emotional development and communication and language. As a result, children develop confidence when communicating with adults and their friends. Parents value the opportunities they are given to be involved in their child's learning and development. Highly effective settling-in processes, tailored to each child, support separation. Parents are confident in approaching staff and know that their views are valued. Achievement Expected standard All children, including those with special educational needs and/or disabilities and those facing other barriers to their learning, make progress across the 7 areas of learning. Children develop their physical skills as they learn to balance while climbing on equipment to use the slide. They develop their fine-motor skills during 'dough disco' while they pinch and press sensory dough to music. Children are confident communicators and interact positively with leaders, staff, visitors and their peers. Older children take part in circle times which provide opportunities for singing, discussion and storytelling. For example, children take 'hearty bear' home, the nursery teddy bear, and talk to their friends about what they have done together. Children build their self confidence and self-esteem and take pride in completing the accompanying book, adding photographs and annotations to record their experiences. Younger children have new vocabulary modelled for them, such as 'fill', 'empty', 'push' and 'tracks', as they fill the diggers with bark and push them along the tracks. Routines are well established and older children provide positive role models for new and younger children. For example, older children help to set tables ready for lunch and line up ready to go outside. These routines help children develop practical skills, confidence and a sense of responsibility. Curriculum and teaching Expected standard Leaders have planned and implemented an inclusive curriculum that typically meets the needs of all children, including those with special educational needs and/or disabilities. Learning covers all areas of the early years foundation stage and reflects children's interests. Staff implement the curriculum successfully. However, the intended learning is not always sufficiently clear. For example, an opportunity for children to draw a picture of themselves to develop fine-motor skills included templates of cut-out bodies. As a result, planned experiences do not always enable staff to provide the precise teaching that children need to build their knowledge and skills. Personal, social and emotional development is a priority. Children develop an understanding of how to take turns, share and show care for others. For example, when children become upset, other children immediately provide comfort and support and offer a tissue to wipe away their tears. Staff introduce children to mathematical vocabulary through daily routines and experiences. For example, children count the animals as they tidy them away, and staff model counting when cutting cake in the role-play area. Leaders are aware that opportunities for explicit maths teaching are limited, and they have recently started a 'maths champion' programme to enhance staff practice in relation to this. Leadership and governance Expected standard Leaders are passionate about their roles. They are committed to providing children with a warm and welcoming environment that supports their learning and development. They regularly evaluate the quality of the provision and identify areas for development. For example, leaders have recently enrolled on a national mathematics training programme to develop staff knowledge and practice in supporting children's mathematical development. Leaders know their staff well and have a clear understanding of their strengths and areas for development. Daily discussions and regular meetings provide opportunities to discuss children's learning and development. Regular appraisals and supervision help leaders identify staff training needs and provide appropriate support. Staff feel valued and supported and say they enjoy working at the nursery. They appreciate the training opportunities and guidance offered by leaders and feel that their wellbeing is prioritised. Leaders understand the needs of their local community and work with families to provide appropriate support. They signpost families to relevant support services and provide opportunities for families to meet together. Parents speak positively about the nursery and value the opportunities they have to be involved in their children's learning and development. They particularly value the 'personal touch' and being able to speak to someone about their child each day. Parents also value the care diaries and children's folders of drawings and photographs and look forward to receiving them. What it's like to be a child at this setting Children arrive happy and eager to begin their day. They are welcomed warmly by staff who help them feel safe and secure. As they arrive, children hang up their coats, put their lunch boxes away and change into their slippers. Children know what is expected of them and confidently follow the routines that are embedded in daily life. As a result, children quickly settle and develop a sense of belonging. When children need extra support to separate from their parents, staff use their knowledge of the child's interests to engage them. Babies and younger children confidently seek reassurance from familiar adults before beginning to explore their surroundings. Children who need additional help, including those with special educational needs and/or disabilities or other barriers to learning, receive effective support tailored to their individual needs. Children enjoy the variety of learning opportunities available to them. They typically make progress from their starting points. Babies pull themselves up on low level soft-play equipment, strengthening their core muscles. Older children develop the fine muscles in their hands as they cut and mash fruit to prepare their snack for later and take part in 'dough disco', squeezing, pinching and rolling dough. Children behave well and show respect, kindness and consideration towards others. They understand and follow the routines that are embedded into the day-to-day running of the nursery. Children are curious and confident learners who enjoy exploring, trying new experiences and sharing their ideas with others. Children develop into confident communicators. They have meaningful interactions with staff and other children throughout the day. For example, babies and younger children enjoy 'bucket time', where they hear new vocabulary and learn the names of objects. Older children proudly talk about growing their own carrots, explaining how they pull them from the Inspector: Lorraine Terris About this setting Unique reference number (URN): 2828431 Address: School Road Billericay Essex CM12 9LH Type: Childcare on non-domestic premises Registration date: 10/03/2025 Registered person: Little Harts Childcare Ltd Register(s): EYR ground before washing and chopping them for snack. Through these experiences, children develop their communication skills and learn more about the world around them. Next steps Leaders should ensure that intended learning is consistently clear so that staff know precisely what children need to learn and can adapt their teaching effectively. Leaders should ensure that all children consistently encounter the full range of mathematical concepts through explicit teaching, everyday routines and play. About this inspection The inspector spoke with leaders, practitioners, parents and carers, children, the special educational needs coordinator and the designated safeguarding lead 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00 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 14 September 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 30 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. 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? 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