Noah's Ark Pre school, Billericay

A garden used in wet weather as well as sunshine, a parent-led committee and a dedicated year-before-school programme give Noah's Ark its character. This Billericay pre-school combines play-led learning with a gradual introduction to more structured activities. Its setting within the grounds of Buttsbury Junior School makes the move towards school a visible part of its identity, while its elected committee gives parents a role in decisions about policy, staffing and spending.

At its June 2024 inspection, Ofsted rated the pre-school Good and found effective safeguarding, positive relationships with key people and early support that helped children with special educational needs and disabilities participate. The improvement priorities were practical: protect children's concentration when routines change and give them more opportunity to resolve disagreements themselves.

Children can join from age two and remain until school age, and there are 21 places in total. Morning, afternoon and full-day patterns operate during school terms. The important full-day condition is developmental rather than simply a matter of booking: children must no longer need a daytime sleep.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for learning through play, exploration and interaction. Children's interests and staff observations shape activities and next steps, with development recorded against the framework.

In June 2024, children explored the connection between print and meaning by attempting letters from visitors' badges during school role play. Model-making brought another kind of persistence: finding the end of tape and cutting wool required concentration and practical control. These are useful examples of how apparently simple play can involve language, dexterity and solving a small problem. The activity matters as much as the finished model.

Step Ahead prepares children for school through more structured Thursday-afternoon sessions in their final year. Children spend time with peers, explore the framework's learning areas and take part in physical education and a summer-term outing.

Voluntary contributions support phonics, yoga, science experiments, cooking and music alongside play-led learning. They also support materials for growing plants, observing caterpillars and butterflies, and themed crafts.

Outdoor and Community Life

The outdoor area is used in rain and fair weather for exploring natural materials and solving practical problems. Contributions support mud-kitchen materials, planting and messy play, giving children opportunities to investigate textures and change.

In June 2024, garden activities included water play with syringes, which children learnt to fill and squirt. Sun hats and drinking enough water were also part of the outdoor routine. That joins physical experimentation with learning how to look after themselves outdoors.

Lake Meadows is a named destination among the trips supported by voluntary contributions. Family tea parties are also among the activities supported by those contributions. These give the offer a recognisable local and family dimension, although they should be understood as examples of what contributions support rather than a fixed weekly timetable.

Relationships and Communication

Each child's key person observes development and records progress through Tapestry, an online learning journal parents can access. Weekly emails also keep families connected to pre-school activities.

In June 2024, settling arrangements were adjusted to individual children and could include a home visit when appropriate. Staff used information from parents alongside initial observations to plan activities. This makes the child's interests and experience at home relevant to the early days at pre-school, rather than treating settling as one identical sequence for everyone.

The elected parent committee reviews practice and policies, employs and appraises staff, and oversees finances. Fundraising purchases equipment, giving families an active role in how the pre-school operates.

Inclusion and Wellbeing

The staff structure includes special educational needs coordination and equality coordination roles. Staff also undertake safeguarding and first-aid training, and there is a password arrangement when someone other than a parent collects a child. These are concrete arrangements families can discuss in relation to their own child's needs and collection plans.

In June 2024, resources were accessible for children to choose and develop their own ideas. However, adults sometimes stepped into disagreements before children had enough opportunity to negotiate. The distinction matters: helping a child participate and allowing them time to practise solving a social problem are both parts of developing independence.

For lunch club, children bring a healthy packed lunch; snacks such as vegetables, fruit, toast and cheese are charged separately. The pre-school operates a no-nut lunch-club policy that also covers chocolate spread and Nutella.

Sessions and Attendance

The address is Mill Hill Drive, Billericay, CM12 0LS, within Buttsbury Junior School's grounds. Morning sessions run from 8.45am to 11.45am, afternoons from 12.15pm to 3.15pm, and a full day from 8.45am to 3.15pm. Lunch club occupies the interval between the shorter sessions, from 11.45am to 12.15pm, and has an additional charge.

Attendance follows school terms. Families can choose shorter sessions or combine the day, subject to the full-day sleep condition. The booking policy sets no limit on the number of sessions a child may attend, with the pattern subject to availability. That gives families different ways to organise attendance rather than requiring one fixed weekly package.

Names can be added to the waiting list at any time, and offers follow the order in which applications are received. September is the main intake, with entry during the year possible under the admissions policy. Enquiries and waiting-list administration can be handled by email at noahsarkbillericay@gmail.com.

Funding and Paid Extras

Funded and privately paid attendance are both offered. Funding includes support for eligible two-year-olds and up to 15 hours for three- and four-year-olds from the term after their third birthday. The 30-hour offer for three- and four-year-olds is restricted to their final year before school; for others, the stated offer is up to 24 hours, depending on age and availability. Funding is used within the term-time attendance model.

The fee schedule places funded hours between 8.45am and 2.45pm and charges for staying from 2.45pm to 3.15pm. Changes to funded hours take effect at the start of a term. Families using Mondays also need to account for the warning that bank holidays can affect how much of their entitlement they receive.

Food and activity resources have separate arrangements. For funded and privately paid attendance, parents provide packed lunches and snacks are charged separately. Parents on FEE3&4 and Working Families Entitlement are asked for a voluntary contribution towards activities and resources, including craft and outdoor materials. Families unable or unwilling to contribute can discuss alternatives, including supplying snacks or opting out of certain activities. Current prices come in the pre-school's written quotation.

Invoices are issued in advance each half term. Ending a place or changing session days requires six weeks' written notice, with fees due until that period ends; absence, including sickness, does not attract a refund or waiver. These terms matter when balancing attendance with changing work or family arrangements.

Step Ahead's transition links centre on Buttsbury Infant School, and the pre-school describes working with other local primary schools too. Attendance does not guarantee a Reception place. Families still apply through the local authority admissions process.

• Full days and sleep. Full-day attendance requires children to have stopped needing a daytime sleep. Consider that condition alongside your child's current routine before choosing between shorter sessions and a full day.
• Funded afternoon timing. The fee schedule sets a 2.45pm end for funded hours, while the prospectus includes a funded afternoon ending at 3.15pm. Ask how funding and the final part of the afternoon apply to your proposed pattern.
• Time to finish and negotiate. The June 2024 improvement priorities concerned interruptions to play and adults intervening too quickly in disagreements. On a visit, ask how transitions now protect concentration and how staff help children work out sharing problems.
• Lunch-club allergies. The no-nut policy includes chocolate spread and Nutella. Families managing allergies should confirm current practice for packed lunches and shared snack arrangements.

Noah's Ark suits families choosing morning sessions, afternoon sessions or full-day attendance during school terms, with full days reserved for children who no longer need a nap. Its strongest practical features are the year-before-school Step Ahead programme, an outdoor area used across the weather and a parent committee with real responsibilities. Tapestry and weekly emails keep home connected to children's experiences. The decision needs equal attention to the sleep condition, funded-hours timing and the separate snack and voluntary-resource arrangements.