Walkington Pre-School

Playing fields, a neighbouring village park and woodland give Walkington Pre-School its character. Outdoor play continues through different seasons and weather, so the setting suits children who enjoy moving, exploring and getting muddy. The pavilion base places those opportunities close to the preschool day rather than making outdoor learning dependent on occasional excursions.

At its February 2023 inspection, Ofsted judged the provision Good, found that children progressed well and judged safeguarding effective. That assessment also identified two areas for development: extending staff teaching skills and improving communication with other settings that children attend. These are useful points to weigh alongside the outdoor offer.

There are 20 places in total, a whole-setting capacity rather than a daily group size. Attendance is term-time, with morning, afternoon and full-day options.

Learning and Activities

The EYFS provides the learning framework: children develop language, physical skills and relationships through play, alongside early reading, mathematics, creative work and exploration of their surroundings. Walkington's Learning through Play approach uses children's interests to shape activities, with staff observing and asking questions to decide what to introduce next. Planning responds to both daily discoveries and ideas developed across the week.

The practical examples are appealingly concrete. Pegboards and playdough give children opportunities to practise hand control; benches, stepping stones and balance bikes bring larger movements into play. Counting objects and sorting shapes introduce mathematical ideas through things children can handle. Painting, instruments and acting out stories offer different ways to express an idea. These are examples of session activities, rather than a fixed daily timetable.

Spontaneous play also has a place beside planned experiences. That matters for a child whose interest changes halfway through an activity: staff can use the new question or discovery as a starting point for learning. The curriculum and learning approach explains how observation, play and assessment fit together.

Outdoor and Community Life

Walkington Playing fields and the surrounding woods provide space for running, balancing and investigating nature. Children go outdoors in wet conditions too; wellies and suitable clothes are practical essentials. The opportunity here is sustained contact with changing weather and surroundings, rather than outdoor play confined to dry days.

In February 2023, regular woodland outings included noticing seasonal changes and discovering a bat box. Staff explained that the box provided a home for bats, connecting something found outdoors with an animal's needs. Visits from a dentist and fire-service representatives also introduced children to occupations in their community at that time.

Indoors, February 2023 observations included a comfortable reading area, shared stories and children remembering favourite characters. Daily responsibilities gave children chances to take a lead. Together, those examples show how quieter concentration and small acts of responsibility sat alongside active outdoor experiences.

Relationships and Communication

Each child has a key person, giving families a specific member of staff with responsibility for supporting their child's care and development. Parents contribute information to assessments, while staff use observations to decide the next learning experiences. Assessment summaries take place at intervals and during transitions, including the move to school. This makes communication about progress part of the ongoing relationship.

In February 2023, children practised independence through ordinary routines: pouring drinks, spreading toast and putting on outdoor clothing, with help when needed. Children using English as an additional language also used their home languages within the setting. These dated examples illustrate support woven into the day rather than reserved for separate activities.

Inclusion and Wellbeing

A designated SEND lead role supports the preschool's work with children who have special educational needs or disabilities, and staff work with relevant professionals. Staff undertake safeguarding training and have paediatric first-aid training. Those are arrangements for care; the dated safeguarding judgement above is the assessment of their effectiveness.

Children can rest on a sofa or cushions with a blanket when tired, and being toilet trained is not an entry requirement. Families supply nappies and wipes where needed, plus sun cream for staff to reapply after it has been applied at home. For a child still managing toileting or needing a daytime rest, these arrangements are relevant to how a session will work.

Sessions and Attendance

Opening hours are 9am to 3.30pm, Monday to Friday, during school terms. The calendar follows Walkington Primary School's terms and INSET days, so preschool attendance needs to fit around those closures.

Morning sessions run from 9am to noon, with an extension to 12.30pm for lunch. Afternoon sessions run from 12.30pm to 3.30pm, or begin at noon when lunch is included; children can also attend for a full day. Notice is required when increasing, reducing or changing regular sessions, so families should treat the booked pattern as an arrangement that needs planning.

Getting There

The address is The Pavilion, Playing Fields (off Beech View), Walkington, HU17 8SE. The building is beside the playground at the path's end, and free parking is provided.

Enquiries can be made by telephone on 01482 869101 or by email to admin@walkingtonpre.karoo.co.uk.

Funding and Paid Extras

The preschool accepts 2 yr funding and 30hrs, subject to eligibility checks; its 30hrs arrangements begin in the term after a child's third birthday. Funding can be divided between two settings, and attendance here is term-time. Families checking eligibility for two-year-old funding are directed to the Families Information Service at East Riding Council; the Government eligibility route applies to 30 hours.

Parents provide a packed lunch for children staying over lunchtime, while the preschool supplies morning and afternoon snacks, milk and water. A voluntary termly donation is requested towards snacks; nappies, wipes and sun cream come from home.

The charity is managed by an elected volunteer committee, usually made up of attending children's parents or guardians. Parent support and fundraising are part of the model, giving families an opportunity to contribute to decisions and the setting's running.

• Starting age. Starting ages of 2 and 2 1/2 conflict; sessions cater up to age 5. Confirm which applies to your child before arranging attendance.
• Teaching and shared care. In February 2023, further development of teaching skills and better information exchange with other settings were improvement priorities. At a visit, ask how these now work, especially if your child will split funded attendance.
• Term-time commitment. Closures follow Walkington Primary School, including INSET days, and changes to regular sessions require notice. This pattern suits families who can organise care around the school calendar.
• Outdoor kit and rest. Wet-weather play calls for wellies and spare clothing; tired children can rest on a sofa or cushions. During a visit, discuss how these arrangements fit your child's usual day.

Walkington's strongest attraction is the relationship between play and its setting: fields and woodland support physical activity and exploration, while indoor creative work and stories give the day another pace. Morning sessions, afternoon sessions and full-day attendance make it relevant to different term-time routines.

It suits families who value outdoor experiences and want a role in a community-managed preschool. The Good judgement from February 2023 provides a positive inspection position, balanced by specific questions about teaching development and communication across shared childcare arrangements.