St Augustine's Under 5's

Toy babies, story props and bicycles give St Augustine's Under 5's a practical, playful character. At its February 2025 inspection, Ofsted judged the pre-school Outstanding and found safeguarding effective, with strong teaching, responsive individual support and close relationships with parents.

The Hoddesdon setting has 36 places in total. In February 2025, children attending were aged two to four; the provision operated during term time, with longer sessions on some weekdays and mornings on others.

In February 2025, communication shaped learning. Staff used objects and visual prompts alongside stories, and children searched for items connected with what they had heard. This gave listening a practical purpose: children could connect a story with something they could find and handle.

The early years foundation stage provides the framework for children's learning, development and care. Here, the February 2025 examples included imaginative play, conversation and physical exploration. Children chose resources independently and investigated ideas through play, including discussing how a toy toaster might turn bread into toast. Their questions became part of the activity.

Care for baby dolls brought another dimension. Children changed nappies and dressed the dolls, practising everyday caring routines through make-believe. Bicycles and cars supported movement: children planned routes and adjusted their direction and speed, putting coordination and problem-solving together.

At the February 2025 inspection, Ofsted found that the key-person system helped children feel secure, collaboration with external professionals supported individual needs, and developmental monitoring helped staff identify concerns and target support.

In February 2025, staff used calm conversations to help children understand their feelings. Regular exchanges with families supported settling, giving parents an active part in the process rather than leaving it solely to staff.

Health learning was practical too. Children explained handwashing and disposed of tissues appropriately; snack-time conversations connected balanced food choices with how their bodies felt. These were everyday opportunities to build independence.

Staff development also received attention in February 2025. Routine supervision and appraisals supported professional learning, while the team reviewed changes to children's experiences together. Staff morale was high, and leadership support encouraged them to develop their practice.

Charlton Close, Hoddesdon, EN11 8DR is the setting's address.

In February 2025, term-time sessions ran from 8.45am to 3pm on Mondays, Tuesdays and Thursdays, and from 8.45am to 11.45am on Wednesdays and Fridays. The difference matters for families planning a working week: the attendance pattern combined longer days with mornings rather than a uniform daily finish.

Funded early education was provided for eligible children in February 2025.

• A varied weekly timetable. The February 2025 pattern had earlier finishes on Wednesdays and Fridays. How would the current session arrangements fit your family's week?
• Settling through relationships. Regular family contact and a key-person system supported settling in February 2025. A visit can explore how that relationship would begin for your child.

The February 2025 picture suits families seeking a term-time pre-school experience combining longer sessions and mornings. Its strongest appeal lies in the substance of the day: stories linked to objects, imaginative caring play and movement that gives children decisions to make. The Outstanding judgement adds weight to that picture, while the varied timetable deserves careful attention.