Fledglings Pre School

At the May 2025 inspection, storytelling, bean growing and children building a train track together gave Fledglings Pre School a recognisable character. At its May 2025 inspection, Ofsted rated it Good and judged safeguarding effective. Its capacity is 40 children, with a base at Epping Upland CE Primary School in Epping Green.

The children attending in May 2025 were aged 2 to 4. Learning followed their interests, while practical independence formed part of the day. Two areas needed attention: teaching children about feelings and making outdoor learning as purposeful as activities indoors.

In May 2025, the early years foundation stage provided the required framework for learning, development and care. Here, play connected stories, conversation, counting and practical exploration, rather than keeping these experiences separate.

Jack and the Beanstalk supplied a concrete example: children talked about tending their beans and made drawings to develop stories using its characters. This linked a familiar tale with growing things and creating their own ideas. A collaborative train-track activity gave children another way to plan, build and listen to guidance.

Number learning also ran through ordinary routines. Children sang counting songs and worked out totals using fruit at snack time. Outdoors, a large sand pit and painting easels offered physical and creative play. However, in May 2025, outdoor activities were less consistently organised to give children the learning opportunities they could access inside. That matters for children who prefer spending their time outdoors.

At the May 2025 inspection, Ofsted found that staff knew children and their families well, sought help early when children needed additional support, and kept parents informed about learning goals and activities to try at home. This connected support at the setting with what families could do between sessions.

In May 2025, children had affectionate relationships with staff, formed friendships and received gentle guidance during activities. Practising bathroom routines with help close by supported growing independence and preparation for school.

Emotional learning was less developed. Staff recognised its importance, but children needed more deliberate opportunities to recognise feelings, manage them and find words to explain them. Friendly relationships and explicit teaching about emotions serve different purposes; families should weigh both.

The address is Epping Upland CE Primary School, Carters Lane, Epping Green, Epping, Essex CM16 6QJ. Being based at the school does not guarantee a Reception place; families still apply through the local authority admissions process.

In May 2025, opening hours were 8.55am to 2.45pm, Monday to Friday, during term time. At that time, the setting provided government-funded early education for eligible children. These hours describe the opening window at that date.

• Outdoor learning. In May 2025, planning outside needed strengthening. On a visit, look at how sand play and painting connect with children's wider learning.
• Understanding feelings. More purposeful emotional-learning activities were needed in May 2025. Ask how staff now help children describe feelings and respond when play becomes frustrating.
• Term-time routine. The May 2025 opening pattern followed term time and ended at 2.45pm. What attendance arrangements would fit your family's week?

Fledglings merits consideration for families drawn to interest-led preschool play and practical preparation for school. Its May 2025 picture combines story-based exploration, everyday mathematics and family communication with clear work to do on emotional learning and outdoor planning. It suits parents who value those everyday experiences and can assess the term-time routine against their own childcare needs.