St Teresa's Little Learner's Nursery, Basildon

An Easter Bunny footprint becomes a reason to talk, remember and explain at St Teresa's Little Learner's Nursery. That small example captures the emphasis on language within the nursery provision at St Teresa's Catholic Primary School, Basildon, a Catholic school on Elsenham Crescent.

In March 2026, Ofsted judged the school's early years provision to meet the Expected standard. This judgement covers early years within the school; it is not a separate nursery rating. The picture combines purposeful learning and close relationships with families, alongside a clear need for greater consistency in staff practice.

Conversation gives learning its momentum. Adults introduce language and help children revisit things they have already learned, with activities designed to get them talking. Discussing the discovery of the Easter Bunny's footprint is one example: an engaging event gives children something concrete to describe, rather than practising vocabulary in isolation.

The early years foundation stage (EYFS) curriculum connects different areas of learning through planned activities. Communication sits alongside the beginnings of mathematics, writing and reading, while children build confidence in choosing and approaching their learning. In March 2026, children were becoming more independent and remembering what they had learned. These are useful foundations for participating in classroom life.

St Teresa's Learning Wheels extend into EYFS. The school aims to help children reflect on their learning and become independent learners, giving this named approach a purpose beyond completing an activity. Emotional development also starts in early years: adults demonstrate ways to manage feelings and interact with other children. Learning therefore includes how to join in and relate to others, as well as developing knowledge.

Settling starts with understanding the child. Home visits, transition visits and sessions where parents stay and play give staff insight into children's existing skills and emotional readiness. In March 2026, these relationships helped children settle promptly. For parents, the useful feature is the opportunity to share their child's needs before nursery routines become familiar.

Children with special educational needs and/or disabilities receive focused adult interaction and resources adjusted to their needs. Staff know these children well, allowing support to respond to the individual.

Consistency of care and teaching. Some early years practice remained uneven in March 2026 while staff put recent training into use. Improving the skills and knowledge of all early years staff was an inspection priority. Families should weigh that concern alongside the positive findings about settling and individual support.

Attending this nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the applicable deadline. Treat that application as a distinct step in your child's education.

The curriculum connects Nursery learning with the Reception year, supporting continuity in what children learn. That educational connection should be kept separate from the allocation of school places.

The school office handles enquiries by telephone on 01268 553502 or email at office@st-teresasrc.essex.sch.uk. Office opening hours run from 8am to 4pm, Monday to Thursday, with a 3.30pm closing time on Friday. These are office hours, rather than nursery session times.