Doris Venner Pre-School

Two large halls, an outdoor play area and SUNSHINE CLASS, a smaller provision for children with additional needs, give Doris Venner Pre-School its character. This Worcester Park setting combines space for children to choose their play with a specific provision supporting autism, ADHD, social communication difficulties and speech and language delay. Inclusion has a practical shape here.

At its February 2024 inspection, Ofsted judged the provision Good, found safeguarding effective and recognised the help given to children with SEND, including communication through signs and symbols. The qualification matters: some adult-planned activities did not achieve the learning aims staff had set for them. At that inspection, unreported trustee changes had also delayed Ofsted's suitability checks; the provider had taken steps to put matters right.

Doris Venner has capacity for 50 children in total. Its current offer welcomes children from 18 months to 5 years, with morning, afternoon and full-day attendance during term time. For parents choosing between a shorter introduction to preschool and a fuller day, that breadth of attendance is useful.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the common foundation for learning through play, covering language, physical development, relationships and other areas of early learning. Doris Venner uses a free flow approach: children can move between areas of the curriculum during a session, rather than following one activity together throughout. Adult-guided experiences sit alongside play children initiate themselves.

For children aged two, the emphasis starts with communication, movement and personal and social development; other areas are brought in as children develop. That makes the early experience about expressing needs, using the body and building relationships as well as encountering numbers or books. Planning draws on children's interests and what they can already do, giving practitioners a starting point for the next experience rather than treating the group as interchangeable.

The setting's own curriculum includes imaginative and creative play, handling materials, physical activity and opportunities to investigate and reason. These sit alongside the EYFS. The useful distinction for parents is between the shared framework every early-years provider follows and the choices Doris Venner makes about resources, play and how children participate.

Playball adds an outsourced physical activity session on Wednesday mornings. It uses structured, active play to introduce children to sport participation; children need to attend that morning to take part. The attendance condition is worth weighing when choosing days, because an afternoon-only pattern would not include this activity.

In February 2024, outdoor play included children making pretend food at the mud kitchen and explaining their creations to adults. This brought conversation into imaginative play, rather than keeping language work separate from what children wanted to do. A suitcase challenge also gave children a way to contribute ideas for discussion with the group. Both examples show how children's interests entered the session at that time.

Space and Inclusion

The two halls and outside play area provide different spaces for the free flow approach. SUNSHINE CLASS is a smaller provision within the preschool, with support directed towards children with autism, ADHD and communication or language difficulties. It deserves attention from families considering how their child will manage the wider setting, because it is a specific part of the offer rather than a general statement about welcoming additional needs.

Doris Venner also participates as an Inclusion Hub, a designation recognising its contribution to children with special educational needs. The most useful decision is how that provision relates to an individual child's day: the smaller class, their key person and the support needed to participate in play should be considered together.

Relationships and Communication

A key person takes responsibility for each child's development records and communication with home. The arrangement allows children to seek comfort from another practitioner they trust while keeping responsibility for paperwork with their allocated key person. That is a sensible distinction: emotional familiarity can develop naturally, while parents retain a clear point of continuity for progress and planning.

Before a child starts, staff try to arrange a home visit. The settling guidance sets a maximum of two hours for the first session and allocates a practitioner to support the child; parents are advised to telephone after 15 minutes, with collection brought forward if needed. A familiar comfort object can accompany the child. For children whose first language is not English, families can supply reassuring words in their home language and record a message in a talking tin.

Communication continues through termly progress reports and catch-up appointments, held either face to face or by telephone. Parents can contribute their own aims for their child, rather than simply receiving staff's assessment. An online learning journal shares observations, photographs and videos and allows families to add comments and experiences from home. Together, these arrangements give parents several ways to see what their child is doing and contribute to what happens next.

For children attending another setting as well, a two-way diary can carry information about daily interests between providers. Contact with the other setting requires parental permission. This is useful continuity for a child whose week includes different carers, because activities and interests can be shared rather than each setting starting afresh.

Inclusion and Wellbeing

The staffing structure includes a SENCO, an inclusion role responsible for coordinating support, and a designated safeguarding lead. Development reviews at age two include a written summary for parents, identifying strengths, concerns and intended next steps. These are mechanisms families can use to discuss a child's needs; they should be considered alongside SUNSHINE CLASS where that provision is relevant.

In February 2024, staff worked with an early years adviser on children's learning needs and used visual communication aids to help children make choices. Mindfulness activities also helped children work on managing their emotions. These are dated examples of practice, rather than a promise that every child will receive an identical package of support.

Sessions and Attendance

The address is The Venner Youth & Community Centre, The Manor Drive, Worcester Park, KT4 7LG. Attendance is term time, Monday to Friday. Morning sessions run from 9.15am to 12.15pm, afternoons from 12.30pm to 3.30pm, and a full day from 9.15am to 3.30pm.

Breakfast Club runs from 8am to 9.15am and sits outside funded hours. It can be booked for a half term or on an ad hoc basis. Lunch Club occupies the middle of the day, from 11.45am to 1pm, and parents supply a packed lunch. Snacks through Snack Café carry a separate charge.

The universal funded pattern can be five mornings, five afternoons, or two full days plus a half day. Families may choose a morning or afternoon half day, and adding Lunch Club extends that shorter attendance. The afternoon half day runs from 1pm to 3.30pm; with Lunch Club added, it starts at 11.45am. A morning half day extended through Lunch Club runs from 9.15am to 1pm.

Additional sessions can be purchased beyond funded hours. Ad hoc sessions and clubs require booking 24 hours ahead, while requests for additional sessions must be made in writing. These arrangements offer different ways to organise attendance, but a regular pattern and occasional additions are separate booking decisions.

Funding and Paid Extras

Funded childcare is offered on a term-time basis, including universal funding for three- and four-year-olds, the extended entitlement and eligible two-year-old funding. The working-family offer covers eligible children within the preschool's accepted ages; a funding entitlement beginning younger does not change its minimum starting age of 18 months. Parents are responsible for obtaining and reconfirming their eligibility code.

The fees page separates private sessions, funded attendance, clubs and Snack Café charges. Funded sessions include a request for a voluntary contribution, while adding Lunch Club incurs a separate charge and families still provide the packed lunch. The voluntary contribution is not a condition of attendance; it is not shown for children receiving the specified two-year-old funding outside the working-family entitlement, or those eligible for EYPP, additional funding to support disadvantaged children's early education.

For children receiving that two-year-old funding, no registration fee or holding deposit is required. The general leaving terms require half a term's notice. Families should obtain a current written quotation setting out their chosen attendance and extras, so the distinction between childcare hours, food arrangements and voluntary contributions is clear.

• Learning aims in adult-led activities. The February 2024 inspection asked staff to carry their planned learning aims through more consistently. On a visit, ask for an example of a planned activity and how practitioners judge what children have learnt.
• SUNSHINE CLASS and individual support. The smaller provision supports specified additional needs. Discuss how time there relates to the wider preschool day and the communication support your child uses.
• Term-time attendance and Wednesday Playball. Morning, afternoon and full-day patterns serve different routines, while Playball requires Wednesday morning attendance. Choose days with that condition and holiday coverage in mind.
• Half-day timing and personal supplies. When arranging the funded two-and-a-half-day pattern, confirm the morning half-day collection time and which personal consumables your family should bring.

Doris Venner suits families seeking term-time morning or afternoon sessions as well as those wanting full days, with Breakfast Club offering an earlier start. Its strongest practical attractions are the free flow use of two halls and outdoor space, the smaller SUNSHINE CLASS provision, and several ways for parents to contribute to development planning.

The February 2024 Good judgement provides a positive overall assessment, with a clear improvement priority around the execution of planned activities. For a family considering additional-needs provision or a gradual sessional start, the combination of specific support arrangements and varied attendance patterns makes this a setting worth considering closely.