Tollesbury Preschool

What is it like to attend this early years setting?

Staff provide a highly nurturing, well-organised and stimulating environment where children thrive. Daily routines are clearly embedded, and transitions, such as tidy-up time, are managed exceptionally well. The use of the 'Mission Impossible' theme tune encourages children to take responsibility for their environment while making the experience enjoyable. Children move between activities calmly and independently, with minimal adult instruction, indicating a strong understanding of expectations and routines. Warm, trusting relationships between children and staff are extremely effective. Children seek comfort, cuddles and emotional support from adults, forming strong attachments and a deep sense of safety. Staff respond sensitively and adapt activities to meet individual needs fully. For example, staff allow children to play with toy trains while listening to stories during circle time to support children to self-regulate and manage change. This ensures a highly inclusive and personalised approach to care that supports children's confidence in expressing feelings, which reflects the emotional security and responsiveness of the adults around them.

Children's independence is thoroughly promoted. Children confidently use tongs to self-serve snacks, clear their own plates and refill water bottles for play. Staff support children at their own pace, for instance, allowing them to finish food without rushing. This results in smooth, respectful transitions throughout the day. Therefore, children manage their own needs exceptionally well and are highly respectful of their environment. Language and mathematical development are wonderfully supported. Staff are remarkably skilled in modelling vocabulary, extending children's ideas through open-ended questions and promoting sustained shared thinking. Conversations are natural and meaningful, linking play to real-life experiences such as baking at home or seasonal birthdays. As a result, children are articulate and demonstrate confidence in speaking with familiar and unfamiliar adults. This reflects their secure attachments and the value placed on their communication and individuality.

What does the early years setting do well and what does it need to do better?

• Children demonstrate exceptional kindness, cooperation and respect for one another. Older children support younger ones by showing them how to use outdoor taps, while everyone helps tidy up and take care of resources without being prompted. Group behaviour is exemplary. There is a strong culture of turn-taking, active listening and participation, whether waiting patiently in line or joining in shared games. Children understand and follow signals, such as the 'alligator snap', reinforcing behavioural expectations in a positive, playful manner. Children know what is expected of them and cooperate fully, creating a remarkably calm and friendly atmosphere.
• Children's achievements are celebrated through a 'wow moments' board, where milestones, such as learning to ride a bike or using the toilet independently, are recognised. Contributions from both children and parents build a sense of pride, belonging and highly effective connections between the home and the setting.
• Staff foster children's strong sense of curiosity and creativity, especially outdoors. Children work collaboratively to mix potions, collect natural materials and care for living things such as insects and herbs. They demonstrate extraordinary levels of concentration, perseverance and joy in their discoveries. This broadens children's knowledge and understanding effectively but also encourages them to experiment and explore the world around them.
• Staff meticulously plan for children's progress and wholly recognise next steps. Key persons understand when children have gaps in their learning and plan fun and exciting activities to build on these areas. For example, children's fine motor skills are supported by activities such as magnetic games, mark making and tweezers to promote this area of development. As a result, children are notably more confident and actively seek these activities out to practise independently, taking ownership of their learning.
• Staff demonstrate an exemplary approach to safeguarding, with incredibly effective systems and procedures in place. Staff show strong awareness, consistent communication and a clear commitment to children's welfare and protection. There is an evident safeguarding culture embedded across the setting, reinforced by continuous training, visible information and robust daily practices. As a result, children's safety and well-being are at the forefront of all practice.
• Parents speak highly of staff, describing them as 'dedicated', 'caring' and 'approachable', which demonstrates warm, professional and effective relationships between staff and families. The setting is considered a tight-knit community where children and parents feel a strong sense of belonging. This is particularly evident in returning families, who feel emotionally connected to the provision and staff.
• Children's learning is wonderfully supported by thoughtful planning, community-based projects and a strong environmental ethos. Leaders are extremely passionate about sustainability and promote eco-conscious behaviour among staff and children alike. The use of real-life experiences, such as recycling initiatives and reducing single-use plastics, means children are tremendously considerate of their natural world.
• The setting demonstrates robust special educational needs and disabilities (SEND) practice. The use of detailed, accessible planning documents ensures that children with SEND receive tailored, consistent and well-informed support. Regular reviews, staff collaboration and strong partnerships with families and external professionals underpin a child-centred, inclusive ethos, ensuring that children are well prepared for their next stages of learning.