Chafford Tots to Teens Childcare Services

Needs attention

Last inspected Dec 2025

Ofsted rating for Chafford Tots to Teens Childcare Services

Last inspected 12 December 2025 · Lisa Smith

Actions the provider must take

What it's like to attend

• Staff are knowledgeable about the children at the setting and build secure, consistent relationships with them.
• The setting has recently adapted its menu to adhere to safer eating guidelines and ensure children have access to a healthy diet.
• Staff explain to children the benefits of physical activity when out in the local park, encouraging them to run around and take risks as they use the climbing equipment.
• Leaders are aware of the importance of dental hygiene and have worked closely with outside agencies to encourage trips to the dentist.
• In all areas of the setting, children develop a love of books and build their language skills.
• The setting has a well-thought-out plan for sleep times, and children's individual needs are met.

• 1Children with special educational needs and/or disabilities (SEND) do not always make the progress they are capable of. This group of children fall further behind their peers and are not prepared for their eventual move to school.
• 2Children with SEND do not make progress in their social skills, as strategies are not put into place to support them to spend time with others.
• 3Next steps for all children are not always focused, and, therefore, staff do not always sequence learning for children to make expected progress. For example, children do not learn how to communicate their wants and needs because staff do not create alternative communication tools for children.
• 4Staff do not provide children with special educational needs and/or disabilities with adaptations to enable them to understand what is expected of them. Leaders have not thought about how they could include children who have limited understanding of boundaries in all aspects of the setting's routines.
• 5Leaders have not supported the staff team to fully embed the curriculum focus and ensure that all children make typical progress in their learning and development. The lack of focus on the prime areas of learning has a direct impact on children's progress.
• 6Leaders have not been proactive in ensuring children with gaps in their learning have focused, targeted activities to narrow gaps with their peers. This means the curriculum is not effective for children who have special educational needs and/or disabilities.
• 7Staff do not regularly track children's learning when they are concerned about progress, and, therefore, do not consider how to adapt their teaching.
• 8Leaders do not have oversight of the impact of targeted support for children who have special educational needs and/or disabilities (SEND). Barriers to learning, although recognised, are not always acted on, and, as a result, children with SEND do not get the additional support they need for their learning and development.
• 9Leaders are aware of outside agencies who can offer advice and support, but do not always contact them in an appropriate time frame, which delays support for children.
• 10Recent staff changes mean gaps in children's learning have not been monitored. Leaders meet regularly with staff to discuss their key children and the progress they make. However, this is not followed up by looking at other means of assessment, and, therefore, where gaps in learning have not been appropriately identified, this impacts on the length of time that passes before appropriate support is put in place.
• 11Some staff at the setting receive training on how to support children with SEND and others who may have barriers to their learning and development. However, this is not consistent across the whole staff team. Therefore, approaches to inclusion are inconsistent.
• 12Procedures are not secure for monitoring children's development, and leaders do not understand where there are weaknesses in their leadership and governance of the setting.
• 13Leaders are not aware of the gaps in all children's learning and development. They have not reflected on the quality of the provision and have not recognised where changes in staffing have impacted on procedures for children with special educational needs and/or disabilities. This hinders the progress this group of children make.
• 14Leaders do not adequately monitor staff assessments of children's development. This means that next steps in learning and development are not always targeted and focused. As a result, children do not always make the desired progress.