Writtle Green Pre-School

Wooden toadstools for storytelling, a reading den outdoors and a mud kitchen give Writtle Green Pre-School a recognisable character. In September 2024, children used these spaces for listening, imaginative play and sharing books with one another. The emphasis was on children taking part, choosing resources and developing ideas of their own.

Based at The Beryl Platt Centre in Writtle, the pre-school has 19 places in total. At its 12 September 2024 inspection, Ofsted judged the provision Good across all assessed areas and found safeguarding effective. Children attending at that time were aged two to four; the current session arrangements include an all-day option specifically for children aged three and above.

Morning, afternoon and all-day sessions give families different ways to organise attendance. A key person for each child, regular open evenings and a parent-led committee also make family involvement a practical part of how the setting works.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for learning through play, including developing confidence and social skills. Here, the emphasis is on active learning: children explore through activities that engage their interests. That gives play an educational purpose rather than treating it as a break between adult-led tasks.

In September 2024, staff planned learning around what children already understood and could do. Children chose materials for their own games, while adults introduced vocabulary during conversation and play. Daily singing brought words and actions together, giving children another way to practise language and participate as a group.

Independence also featured in everyday routines at that time. Children cut fruit at snack time and poured drinks themselves, with adults helping them learn about healthy choices. Handwashing before eating was part of the routine. These are small tasks with a useful purpose: children practise managing ordinary needs themselves.

Outdoor and Community Life

Outdoor play had several concrete forms in September 2024. Children mixed natural materials in the mud kitchen and drew adults into their imaginary creations. Planks and a climbing wall gave them opportunities to practise balance and climbing, with staff demonstrating how to use them safely.

Books had an outdoor setting too. Children listened to stories from wooden toadstools and selected books to share in the reading den. This combined adult storytelling with children choosing how to use books themselves, rather than keeping reading entirely within a scheduled group activity.

A separate baby & toddler group runs in the large hall at Beryl Platt Centre on Friday mornings during term time, from 9.30am to 11.30am. It operates on a drop-in basis. Families with younger children therefore have a group activity associated with the pre-school, separate from its childcare sessions.

Relationships and Communication

Each child and family has a key person, providing a continuing contact for play, learning and communication. Regular open evenings give parents time to discuss their child and see their work. The parent-based committee manages the pre-school and supports fundraising, so family participation extends beyond individual progress conversations.

Settling starts with a taster session for the child and parent. This is an opportunity to discuss development, additional care or resources, and what will help the child settle. A child profile adds information from home, helping the key person understand the child before building up observations in the setting.

The individual learning journey, tapestry, holds observations and starting points. A development check follows the child's first half term, with the findings discussed with parents and a copy provided. This gives families an early, specific opportunity to review how their child is getting on.

Inclusion and Wellbeing

The Special Educational Needs Co-ordinator and Equality Named Co-ordinator provide defined support roles. The SEND process brings together parental information, observations and relevant professional reports to plan next steps; support can include visual aids, extra resources and a request for SEN premium funding. Information is shared with other professionals with parental consent.

There is also an area for confidential discussions, and a separate appointment can be arranged when routine conversations are inconvenient. At the September 2024 inspection, Ofsted found that staff used targeted help and outside professional input to address learning gaps, supporting children's progress from their individual starting points.

Staffing arrangements include a stated adult-to-child ratio of 1:4 for two-year-olds and 1:6 for children aged three and over. The staff team and committee undergo CRB/DBS checks. These are concrete arrangements; the dated safeguarding judgement remains the measure of their effectiveness.

Sessions and Attendance

The address is The Beryl Platt Centre, 12-14 Redwood Drive, Writtle, Chelmsford, CM1 3LY. Enquiries can be made through the contact form or by telephone on 07950 944612.

Morning sessions run from 8.30am to 11.30am, and afternoon sessions from 11.45am to 2.45pm. For children aged three and older, the All Day Session has a choice of an 8.30am or 9am start and a 2pm or 2.45pm finish. The age condition matters: the all-day arrangement is specifically for that older group.

In September 2024, the pre-school operated on weekdays during school terms. The morning and afternoon patterns provide shorter attendance options, while the all-day arrangement offers older children a longer session with alternative start and finish times.

Funding and Paid Extras

Funded hours and additional paid hours are both part of the charging structure. Funded hours can be used without a restriction on which part of attendance they cover; hours beyond the funded allocation are charged separately. In September 2024, funded early education was offered for children aged two, three and four.

Snacks are charged separately and paid for by term, covering morning snack plus an afternoon biscuit and drinks; families may instead send chopped fruit or vegetables in a labelled container. Children bringing their own snack sit separately from the main group under the pre-school's allergy arrangements, so that choice also changes the shared snack experience.

Current prices come in the nursery's written quotation. The fees page explains the distinction between funded attendance, additional hours and snack charges.

• Teaching challenge. In September 2024, adults did not consistently take children's learning as far as they could, and more targeted staff development was needed. During a visit, ask how staff now extend a child's ideas and choose training to improve those interactions.
• All-day age condition. The All Day Session is for children aged three and over, with alternative start and finish times. Families considering a shorter pattern can weigh the morning and afternoon sessions against that older-child option.
• Snack arrangements. Bringing a healthy snack is an alternative to paying for the shared provision, but children doing so sit separately. Families managing allergies should discuss current practice and how their child would participate.

Writtle Green Pre-School suits families seeking morning or afternoon attendance, alongside an all-day option for children aged three and older. Its strongest decision points are the key-person relationship, structured early progress discussions and practical opportunities for children to take responsibility in play and daily routines.

The September 2024 picture combined imaginative outdoor activity with clear areas for further work in teaching interactions and staff development. That balance matters. Families can value the small overall capacity and parent involvement while using a visit to explore how adults now stretch children's learning.