Chafford Tots to Teens Childcare Services

Secure relationships and weaknesses in learning sit side by side here. At its December 2025 inspection, Ofsted judged safeguarding standards met and welfare and wellbeing at Expected standard, while achievement, behaviour and routines, curriculum and teaching, inclusion, and leadership and governance each needed attention.

Chafford Tots to Teens Childcare Services has capacity for 66 children aged 3 months to 5 years in Chafford Hundred. Families should weigh the care children experienced against the substantial changes required in teaching and support.

The early years foundation stage sets requirements for children's learning, development and care: everyday learning includes developing language through books and conversation, physical skills through movement, and relationships through playing together.

In December 2025, babies had activities positioned at different heights, encouraging movement and attempts to stand; older children practised putting on waterproofs before walks. Books featured across the setting, while walks offered opportunities to talk about numbers. These were concrete experiences rather than learning confined to group activities.

The December 2025 inspection identified generic learning targets, insufficient attention to the prime areas of learning, weak assessment oversight and delayed specialist involvement, with inconsistent staff training and adaptations leaving children with SEND behind their peers, struggling to communicate needs and join routines, and insufficiently prepared for school.

The provider was required to improve targeted SEND support, practitioners' understanding of children's next steps, and assessment of learning by 2 March 2026. Those findings matter beyond the choice of activities. Children need experiences pitched at a level they can understand, and learning targets that address their individual gaps.

In December 2025, babies turned to familiar adults for comfort, and familiar practitioners handled nappy changes with attention to privacy. Key-person relationships provided continuity between children, staff and families. Sleep arrangements took account of individual needs, and staff worked with parents to preserve routines for children with SEND.

Practical health support also featured that December. Families could take toothbrushes when needed, and a parent display gave dental information. The menu had been revised around safer eating guidance. On outings, staff discussed crossing roads and encouraged physical activity using climbing equipment in the local park.

These details help distinguish everyday care from the separate question of whether learning support was sufficiently tailored.

The address is Unit 1/A, Lakeside Business Village, Fleming Road, Chafford Hundred, Grays, RM16 6EW. Opening hours are 7.30am to 6.30pm, Monday to Friday, across the year, with closures on bank holidays and for one week at Christmas.

• Individual support. December 2025 findings included delayed outside-agency involvement and inconsistent adaptations for SEND. Ask how a child's support plan is implemented and reviewed across the staff team.
• Teaching and oversight. Learning targets were too generic in December 2025, and leaders were not checking assessments effectively. A visit should explore how staff now identify gaps and select the next activity for an individual child.
• Attendance and costs. The weekday opening window runs from 7.30am to 6.30pm. Which booking pattern and written quotation would cover your intended attendance, including any funded hours, food and consumables?

For families seeking weekday childcare across the year, the broad opening window is a practical attraction. The December 2025 picture also included familiar adults, individual sleep arrangements and useful health support. However, the weaknesses in assessment, teaching and SEND provision deserve substantial weight in a decision, especially where a child needs additional support.