Little Notley's Pre-School

A garden used for planting, investigating tadpoles and experimenting with early writing gives Little Notley's Pre-School a recognisable character. In May 2023, children moved between indoor play and the garden, choosing activities with staff support. This was learning through things children could handle, change and investigate, rather than simply watch.

Based at The Church in Great Notley, on Bridge End Lane in Braintree, the pre-school accepts children aged two to five and has 26 places in total. At its 11 May 2023 inspection, Ofsted judged the provision Good, found safeguarding effective and reported good progress for children, including those needing additional support or learning English as an additional language.

Term-time attendance includes weekday mornings, selected afternoons and full days. A personal key person and regular written communication give parents someone to speak to and a continuing account of their child's care and learning.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for learning, development and care. In everyday terms, children learn through play, conversation, physical activity and exploration, with experiences adjusted to their interests and stage of development. It is the shared early-years foundation, rather than an additional programme exclusive to this pre-school.

Child-led experiences sit alongside activities guided by adults. Children can work independently, with friends or with a practitioner, while observations feed into their Learning Journey, an individual account of achievements and development. Activities change daily. That gives children opportunities to choose something that interests them while staff plan experiences that extend their skills.

The learning content is concrete. Stories introduce books and the structure of narratives; sounds connect with familiar names and words; games, songs and counting support mathematical understanding. Movement and equipment help children practise coordination, while materials and tools support building and investigation. Creative activities include music, art and imaginative play, giving children different ways to express an idea rather than relying entirely on speech.

In May 2023, practitioners expanded conversations with new vocabulary and gave children time to answer questions. Group singing attracted sustained attention, and a quiet book area provided somewhere to share stories. The practical value was the combination: language developed during activities as well as through books and songs.

Imaginative play needs a qualification. In May 2023, children dressed up, cared for dolls and prepared pretend food, but the resources did not consistently extend their ideas far enough. The role-play area needed more resources to develop children's ideas.

Outdoor and Community Life

Outdoor learning is part of the current approach, with clothing guidance explicitly allowing for activities outside. Washable clothes and suitable footwear are sensible choices here. Paint, glue and messy activities are frequent, and protective aprons do not eliminate the possibility of stains.

In May 2023, the garden supplied several different kinds of learning: bicycle washing encouraged practical play, planting prompted discussion about growth, and tadpoles gave children something living to observe and care for. Chalk, water painting and patterns in sand offered ways to practise the movements used in writing. These examples show how outdoor play connected physical activity with language, observation and early mark-making.

Family events also have a place in the year. The annual Nativity Service takes place in December, while July brings the Family Fun Day and Graduation Ceremony, combining a shared family event with a celebration of children moving on. Mother’s Day and Father’s Day celebrations provide further occasions for families to participate.

Relationships and Communication

Each child's key person is their principal carer and the family's first contact for care and development. Getting to know their needs and interests and helping them settle gives family conversations continuity.

Parents may stay until their child feels comfortable, with telephone updates during sessions. If settling proves difficult, parents and the key person develop a plan together, allowing support to respond to the child.

The Communication Book gives parents a written channel for sharing information. Newsletters arrive half-termly, written reports go home at the end of each term, and families are invited at least annually to discuss progress and look through the Learning Journey. The Open Door policy also allows parents to view that account during the academic year. Together, these arrangements connect immediate messages with a longer view of development.

In May 2023, children had formed close relationships with their key people, and staff gathered information from families about interests and development at home. Preparation for school included attention to wellbeing and skills for future learning. However, communication with other early-years settings attended by the same children was inconsistent, leaving a weakness in continuity across settings.

Inclusion and Wellbeing

A SENCO works with parents and involved agencies to develop an individual plan for children with special educational needs. This provides a mechanism for agreeing support around a particular child, rather than relying on a general statement about inclusion. Families can use the key person relationship alongside that planning process.

Behaviour support uses clear boundaries, praise and redirection, adjusted to children's ages and needs. Shouting and physical punishment are prohibited. Changes at home can be shared confidentially with the key person, with information passed to colleagues only where they need it; this helps staff respond to the circumstances behind a child's behaviour.

Staff undertake further training, and paediatric first-aid training is updated regularly across the team. A designated safeguarding lead role is part of the staffing structure.

Fruit and other healthy snacks are provided during sessions, with milk or water and access to drinks throughout. Families should communicate dietary needs so these can be considered when food is offered.

Sessions and Attendance

Morning sessions run from 8.50am to 11.50am, Monday to Friday. Afternoon sessions run from 12.05pm to 3.05pm on Monday, Wednesday and Friday, and full days are also offered on those three days. Attendance is term-time only, so the pattern works around an academic-year routine rather than year-round childcare.

The application form asks families to specify their preferred days and sessions and their intended start date. Telephone enquiries can be made through the pre-school's contact route. The setting is at The Church in Great Notley, Bridge End Lane, Great Notley, Braintree, Essex, CM77 7GN.

Funding and Paid Extras

Government education funding and privately paid attendance form part of the payment arrangements. In May 2023, funded early education was provided for children aged two, three and four. Current prices should come in the pre-school's written quotation, with the arrangements for a particular child's attendance set out clearly.

For non-funded children, fees remain payable during absences, so families should budget for booked sessions even when their child cannot attend.

Parents supply nappies and a spare change of clothes in a labelled bag. Uniform is optional and can be purchased; ordinary clothing should be comfortable, washable and manageable enough for children to practise dressing and toileting independently. Comfort items are permitted, while other toys from home are discouraged.

• Term-time rhythm. Mornings run throughout the working week, but afternoons and full days are confined to Monday, Wednesday and Friday. Match that pattern to your working week and holiday arrangements before choosing sessions.
• Learning across two settings. In May 2023, links with other early-years providers attended by the same children needed strengthening. If your child will attend elsewhere too, ask how information and learning plans are shared now.
• Imaginative play. The May 2023 improvement point concerned resources that would extend children's pretend play. During a visit, ask what has changed and how staff build on children's own ideas.
• Settling and individual needs. Parents can stay while a child settles, and an individual support plan can involve the SENCO and other agencies. Discuss how these arrangements would work for your child, including any dietary needs.

Little Notley's suits families seeking morning preschool sessions, selected afternoon sessions or full days within a term-time routine. Its appeal lies in practical play, outdoor learning and a clear relationship with a key person, supported by the Communication Book and Learning Journey. The May 2023 Good judgement provides a positive dated assessment, balanced by specific improvement points about imaginative play and coordination with other settings. Those points give families useful subjects to explore, while the attendance pattern remains the clearest practical test of fit.