Gillshill Pelican Preschool

A snail in the garden can become a lesson in looking closely. In September 2025, children at Gillshill Pelican Preschool used magnifying glasses to examine insects and checklists to record discoveries, while visiting organisations included Northern Ballet. That combination gives this Hull preschool its character: practical exploration, conversation and experiences beyond the familiar toys.

Ofsted rated the preschool Outstanding on 30 September 2025, judging its education highly and finding children exceptionally well prepared for their next stage. The useful detail beneath that judgement is learning that returns to ideas and builds on children's existing knowledge, rather than simply moving from one activity to another.

Children aged three and four attend, and there are 26 places in total. This is a committee-run setting on Cavendish Road, within the grounds of Gillshill School. Morning, afternoon and all-day attendance are offered during term time.

Learning and Activities

The Early Years Foundation Stage provides the framework for learning through play, conversation, physical activity and developing independence. It is the foundation of the day, rather than an extra programme. Here, the curriculum gives language a practical role: adults add words to children's conversations, share books and encourage children to explain their ideas through stories and role play.

Physical learning includes puzzles, small tools, construction through play and creative work, alongside movement indoors and outside. Mathematics emphasises counting, recognising patterns and exploring shape and space. For a parent, the point is the connection between activities: handling objects, talking about them and making comparisons can support several areas of learning together.

In September 2025, autumn leaves, recycling and artists supplied subjects for projects. Children described seasonal objects before using them for making and investigating. Familiar material became an opportunity to practise language and explore ideas, with staff returning to earlier learning rather than treating each project as a fresh start.

Outdoor and Community Life

The garden supplies both space for movement and things to investigate. In September 2025, children studied a snail patiently, using simple observation equipment to look more closely at garden wildlife. Visitors included dentists, police officers and the fire service, alongside Northern Ballet, bringing different occupations and experiences into children's learning.

Outdoor resources include a mark making shed, a wooden construction shed and large chalkboards. A summerhouse has also been adapted for sensory and SEND use. These give outdoor play several purposes: children can make marks, build and explore, while the adapted summerhouse adds a different kind of space.

Messy clothes are part of the practical bargain. Aprons, fleeces and waterproof clothing are provided, and families are asked to choose clothes they are happy to see wet or dirty. That supports participation in creative work and outdoor play rather than making keeping clothes clean the priority.

Relationships and Communication

A key person is allocated before a child starts. That practitioner handles family induction, helps with settling and acts as the main parent contact, linking information from home with the child's care and learning. The relationship begins before attendance, rather than being assigned after the child has already joined.

Settling is agreed with parents according to the child. Families can make visits during the preceding half-term, and a home visit may be offered. The settling policy rejects leaving a distressed child to cry as a way of speeding the process; the emphasis is on building a relationship with a familiar adult. This is useful for children whose first preschool experience also means their first sustained separation from home.

The Parentmail App carries information for families. In September 2025, communication also included online progress updates, conversations in person and ideas for continuing learning at home. Parents therefore had both day-to-day contact and information about their child's development.

Inclusion and Wellbeing

At the September 2025 inspection, Ofsted found safeguarding effective and praised SEND support that identified needs promptly, used targeted help and involved parents and outside professionals. The support policy sets out an assess, plan, do and review cycle, with parents involved in decisions throughout. That gives families a defined process for adjusting support as their child's needs become clearer.

In September 2025, children practised relaxation, discussed feelings and took part in physical activity each day. Personal routines included preparing fruit, washing hands and brushing teeth. These are concrete opportunities to practise managing emotions and doing things independently.

The Toothbrush Scheme encourages children staying for lunch to brush afterwards, making dental care part of an ordinary preschool routine.

Sessions and Attendance

Morning sessions run from 8.30am to 11.30am and afternoons from 12.30pm to 3.30pm, Monday to Friday during term time. Children can also attend all day, bringing a packed lunch. The separately charged Breakfast Club runs each day from 8am to 8.30am and includes cereal and a drink.

This provides different ways to use the setting: a morning or afternoon session, or an all-day arrangement with lunch. Term-time operation matters when matching childcare to family working arrangements, because holiday care needs a separate plan.

To apply, telephone 01482 788170 to register your child's details. The address is Cavendish Road, Hull, HU8 0JU.

Funding and Paid Extras

Up to 30 hours of funded childcare are offered subject to parental eligibility, within the term-time attendance model. Hours beyond a child's funded entitlement are charged separately. Current funding and fee information is provided on enrolment or on request, so the chosen attendance pattern and funded entitlement should be considered together.

Families supply packed lunches and fruit for the Tuesday and Wednesday snacks; the preschool supplies milk, water and other snacks, including toast and crackers. Lunch and those fruit snacks therefore remain part of the family's preparation for attendance.

Sharing grounds with Gillshill School does not guarantee a Reception place. Families still apply through the local authority admissions process; choosing the preschool and applying for school are separate decisions.

• Term-time timetable. Morning and afternoon sessions can be combined with all-day attendance, but the preschool operates during term time. Match this pattern to both working hours and school holidays.
• Settling with a key person. A practitioner is allocated before attendance and settling is agreed with parents. On a visit, ask how the pre-start visits and first sessions would be arranged for your child.
• Lunch and dietary needs. Packed lunches and some fruit snacks come from home, while toothbrushing follows lunch through the Toothbrush Scheme. Families managing allergies should confirm current snack and lunch practice before starting.

Gillshill Pelican Preschool suits families seeking morning or afternoon preschool sessions, as well as those needing all-day attendance during term time. Its strongest case combines purposeful play with practical independence: garden investigations, making and building, a planned key-person relationship and everyday dental care.

The September 2025 Outstanding judgement gives this choice substantial weight. The practical fit is equally clear: this is term-time preschool provision with a breakfast option and lunch supplied from home. Families comfortable with that arrangement have a strong reason to consider it.