Little Gem's Pre-School Basildon

A mud kitchen used daily, rooms children can move between, and family sessions each half term give Little Gem's Pre-School Basildon a recognisable character. Play is hands-on. Parents have regular opportunities to see it for themselves, while practitioners build their planning around what children enjoy both at home and at pre-school.

At its 25 September 2024 inspection, Ofsted rated the provision Good and found safeguarding effective, but asked for further professional development to make staff interactions more consistent. That qualification matters: the strength of adult support during children's independently chosen play varied, even within an otherwise positive assessment.

The current age range is two to five. There are morning, afternoon and full-day sessions during term time, alongside breakfast and after-school clubs for children attending the pre-school. Its charity structure also gives families a route into the organisation through a volunteer committee, rather than limiting their involvement to progress updates and occasional events.

Learning and Activities

The EYFS provides the framework for learning through play, conversation, physical activity and growing independence. Little Gem's uses Development Matters, non-statutory guidance about children's development, to help practitioners decide what to teach and how to support each child's next steps.

Practitioners choose an area of learning each week, discuss children's interests and select resources before putting activities into practice. Children can then lead their play, with adults adding opportunities and responding to individual needs. At the week's end, staff review what children have learnt.

Two interconnecting rooms and an outdoor area support free movement between activities. Children can choose where to play, and the morning and afternoon routines mirror each other. That gives a child attending either shorter session access to the same pattern of experiences, rather than making one session the fuller version of the day.

Stories happen with individual children as well as in smaller and larger groups. Puppets and audio equipment with headphones add ways to explore language. Creative materials sit within children's reach, and making playdough includes measuring ingredients and choosing colours, scents and textures. These are practical opportunities to combine conversation, early mathematics and experimentation in one activity.

Group activities arise during sessions and include yoga, den building, stories and music. Tiny Mites Music adds an interactive programme combining drama, dance and music, with puppets, props and bubbles in its programme description.

Outdoor and Community Life

Outside is part of the daily offer. The mud kitchen is used every day, and children also explore natural materials and make marks with water, brushes, sticks and leaves. Spare clothes and suitable outdoor clothing belong in the daily bag: messy play is built into the experience.

In September 2024, children spent substantial time outdoors, using a large space for movement and a climbing frame with adult support. Practitioners helped them judge physical challenges and develop confidence in what they could manage. That dated observation adds substance to the current promise of everyday outdoor access.

Families can join Christmas assemblies and Graduation assemblies to watch children participate. Fundraising examples include an Easter Bake Off and a Halloween party, linking social occasions to raising money for resources and improvements. These sit alongside the regular opportunities for parents to share ordinary pre-school life.

Relationships and Communication

Settling begins with a 30-minute child session. The induction process gathers information about interests and development at home, then staff build an assessment from interactions, photographs and written observations. A key person is allocated as relationships develop.

The learning journal brings together observations, photographs and children's work. Parents meet the key person to discuss the new starter assessment and see that journal, giving them a concrete starting point for later conversations about development. Achievements at home can also be shared and recognised with a wow certificate.

Stay and Play sessions take place each half term, allowing families to explore the routine and look through learning journals together. Progress calls happen each term, while email newsletters arrive each half term.

Inclusion and Wellbeing

SEND support has a defined process. Families can record initial concerns, staff observe children during settling, and parental consent enables referrals and report sharing. Where targeted support is needed, the key person completes and evaluates the support plan each term and shares it with the SENCO and family. The arrangements give parents a role in identifying needs and reviewing what happens next.

One Planning is Essex's person-centred approach to reviewing progress towards goals that matter to the child. Meetings cover what is working, what needs attention and the targets to pursue. Communication with professionals, including speech and language therapists and occupational therapists, is used to organise support, care plans and training around individual needs.

At the September 2024 inspection, Ofsted found that assessment, specialist advice and work with parents supported children's progress, including those needing additional help. The current team structure includes a designated safeguarding lead role; that describes responsibility, while the dated safeguarding judgement belongs to the inspection.

Staff continue potty-training approaches started at home when families let them know. Parents supply nappies and wipes where needed. For children moving to school, a transition passport is completed in the preceding term and shared with consent; additional transition work can include teachers meeting children at pre-school and a school SENCO attending One Planning meetings.

Sessions and Attendance

Monday to Friday attendance is term-time only. Morning sessions run from 9am to noon, afternoons from 12.30pm to 3.30pm, and full days from 9am to 3pm. The full-day collection time is therefore different from the afternoon session's finish, a detail that matters when organising the rest of the family's day.

Breakfast club runs from 8.30am to 9am, and after-school club from 3.30pm to 4.30pm, for children who attend Little Gem's. These are separate patterns alongside the pre-school sessions. Fee-paying two-year-old families are advised to book at least two sessions a week to help settling; this is a recommendation, rather than a stated compulsory minimum.

There are intakes in September and January, with an enquiry form and a waiting-list form. Telephone enquiries use 01268 517444. The contact address is Long Riding, Basildon, SS14 1QP, matching the inspection address at Fairhouse Infants School. Attendance at the pre-school does not guarantee a Reception place; families still use the local authority admissions process.

Funding and Paid Extras

Funded childcare is accepted for eligible two-year-olds, including working families and disadvantaged families, alongside funding for three- and four-year-olds and eligible 30-hour places. The 15-hour entitlement begins in the term after a child's third birthday and is delivered over 38 weeks. The setting operates during term time, so this is a school-year attendance pattern.

Private sessions are offered, and additional paid hours may be available. Fee-paying families receive monthly invoices by email and pay by standing order. Current prices come in the nursery's written quotation; the fees and funding page explains the categories of funding and paid attendance.

Families provide a healthy lunch for full-day attendance, while the pre-school welcomes a snack donation each session. Parents also provide nappies and wipes when needed, keeping non-food consumables separate from the attendance arrangements.

• Consistency during independent play. In September 2024, adult interactions varied and staff did not consistently extend children's learning during activities they chose themselves. At a visit, ask how staff training now supports those moments.
• Term-time collection patterns. Full days finish at 3pm, afternoons at 3.30pm and after-school club at 4.30pm. Match the actual pattern to your working day and school-holiday arrangements.
• Address details. Long Riding, SS14 1QP, is the contact and inspection address, while the home-page footer gives Church Road, SS14 1NQ. Confirm the location for your visit before travelling.
• Starting and settling. September and January intakes are paired with open days and a short first child session. Ask how subsequent settling sessions would work for your child, especially if they need additional support.

Little Gem's suits families seeking morning or afternoon pre-school sessions, as well as those choosing a term-time full day with club options. Daily outdoor access, practical creative play and regular family participation give the offer substance. The SEND planning and transition mechanisms are also clear enough for parents to understand their part in the process.

Uneven adult interactions in September 2024 remain a useful point to discuss. For families whose routines fit the session times and term-time calendar, the combination of child-led play and structured communication makes this a useful option to consider.