Fordham Preschool

A mud kitchen, an allotment and a place on the Fordham Primary School site give Fordham Preschool a clear character: practical play, growing things and early familiarity with school surroundings. Its purpose-built premises include outdoor space with grass and a covered hard surface, so the environment offers more than an indoor base for preschool activities.

At its June 2025 inspection, Ofsted rated the preschool Good and judged its safeguarding arrangements effective. The setting has 32 places in total; its preschool offer accepts children aged 2½ to 4. Morning, afternoon and full-day attendance provide different ways to use its term-time provision.

The strongest thread is children doing things for themselves. In June 2025, everyday tasks included managing coats and pouring drinks, while longer play projects gave children opportunities to cooperate and solve problems. The improvement priority was equally practical: helping children understand the reasons behind rules, rather than simply follow instructions.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for children’s learning, development and care, with play offering opportunities to practise communication, physical skills and working with others. At Fordham, construction materials, pretend play and creative resources give that learning a concrete setting.

Indoors, children have a book corner, a play kitchen and small-world resources, alongside materials for building, drawing and messy activities. These offer different starting points: a child can explore a story, create an imaginary situation or work out how something fits together. The variety matters because children can pursue an interest through more than one kind of play.

In June 2025, children made railway layouts and roads with adhesive tape, sustaining their attention as they worked out their designs. Staff brought number, colour and shape into those activities. Storytelling also used puppets and props, giving children ways to retell a narrative rather than only listen to it. Books and songs formed part of language work, and staff explained unfamiliar vocabulary.

Outdoor and Community Life

The outdoor area is divided into sections, with a sandpit, digging space and equipment for climbing and sliding. Wheeled toys include scooters and tractors. A covered hard surface adds another outdoor setting alongside the grass, while the mud kitchen and sensory area provide further ways to explore materials.

The allotment gives growing a longer timescale: children help plant vegetables and herbs, tend them and take part in harvesting through the year. That connects an activity to what happens afterwards. It also makes the outdoor space a place to care for, as well as somewhere to play.

In June 2025, environmental learning included discussing how waste breaks down, exploring habitats and identifying insects outdoors. Children also supported animal charities locally. These were concrete examples of learning about the world through things children could investigate and care about, rather than an environmental message detached from their day.

Relationships and Communication

Tapestry Online Learning Journal links children’s experiences at preschool with their families: parents can view entries about development and contribute photographs, comments and their own accounts. A child’s key person contributes information, so the journal gives families a continuing point of contact around learning. Parents can access only their own child’s journal, and a downloadable copy can be supplied when the child leaves.

In June 2025, staff listened to children’s ideas, joined their play and offered choices. A familiar daily sequence helped structure activities, and adults encouraged children to attempt everyday tasks independently. The setting employed six childcare staff at that time, with four holding level 3 early-years qualifications. Those are dated staffing figures, rather than a description of today’s deployment.

Inclusion and Wellbeing

At the June 2025 inspection, Ofsted found that staff identified children needing additional language help and used targeted support, while children from disadvantaged backgrounds made good developmental progress. This gives a specific account of support: noticing an individual need and responding to it, rather than relying on a general promise of inclusion.

In June 2025, staff supervised children throughout the premises and secured doors and gates. Outdoor equipment gave children opportunities to judge manageable physical challenges. Children also practised patience and cooperation, although explanations of why rules mattered were less consistent. That distinction is useful: encouraging good behaviour and helping children understand responsibility are related tasks, but both need attention.

Sessions and Attendance

The address is 1a Isleham Road, Fordham, Ely, Cambridgeshire CB7 5NL. Preschool attendance is term-time, with morning sessions from 9am to noon, afternoon sessions from noon to 3pm, and full days from 9am to 3pm on Monday, Tuesday, Wednesday and Friday. Thursday offers a morning session only. Children must attend at least six hours each week, arranged as two half days or one full day.

Fordham Fun Club provides before- and after-school care during term time for children attending Fordham Primary School. Families can use a regular pattern or book individual occasions. Breakfast Club runs from 7.30am to 8.45am; after-school bookings start at 3.15pm, with options ending at 4.15pm, 5.15pm or 6pm, and a 6.15pm option on Wednesdays. This is a separate school-age service, rather than an extension of the preschool day.

Funding and Paid Extras

The preschool offers universal funding of 15 hours a week from the term following a child’s third birthday, alongside funded hours for eligible two-year-olds. Other funding for eligible working parents requires an application. Provision follows the term-time attendance model, and paid preschool sessions are also offered. Current prices come in the preschool’s written quotation.

The welcome book covers everyday arrangements and includes paperwork to complete for a child’s first day; families can request a paper copy by telephone or email. Contact is through 01638 724183 or fordhampreschool@btconnect.com.

Sharing a site with Fordham Primary School gives children familiarity with its surroundings, and in June 2025 staff worked with the local school on transition. Preschool attendance does not guarantee a Reception place. Familiarity can support the move, but it does not determine the admissions decision.

• A defined weekly commitment. The minimum is six hours, through two half days or one full day, and Thursday finishes at noon. Match that pattern to the care you need across the week.
• Understanding rules. In June 2025, staff needed to explain more consistently why rules matter and how actions affect other people. During a visit, ask how adults now build those explanations into everyday play.
• School-calendar closures. Term dates include closures aligned with Fordham Primary School, and additional days may be notified by letter, email or a notice. Families needing continuous care should plan around that term-time calendar.
• Everyday care arrangements. Open days and individually arranged visits offer a chance to discuss the practical day. Ask about arrangements for meals and non-food consumables, including how these work during funded hours.

Fordham Preschool suits families seeking morning or afternoon sessions as well as a full preschool day, with a clear minimum weekly commitment. Its outdoor sections, allotment and mud kitchen give practical substance to the offer, while Tapestry creates a shared account of children’s learning.

The June 2025 Good judgement supports that picture, with a specific improvement priority around explaining rules. For families comfortable with term-time attendance and the shorter Thursday, this is a preschool with useful physical resources and a clear connection between play, independence and preparation for school.