Yaxley & Mellis Pre-school

In February 2025, bicycles, den-building and conversations about animal habitats gave Yaxley & Mellis Pre-school a practical, play-led character. Its school-site setting also brings contact with the next stage of education. At its February 2025 inspection, Ofsted judged the provision Good and safeguarding effective, although learning during changes between activities needed greater consistency.

The pre-school has 26 places in total and caters for children from two to rising five. It sits on Yaxley Road in Mellis, with morning and afternoon sessions during term time and out-of-hours care for preschool children and Mellis Primary School children. The distinction matters: this is provision organised around the school calendar.

Learning and Activities

The early years foundation stage provides the framework for learning, development and care, with play giving children opportunities to practise language, movement and independence. Here, the February 2025 activities included construction, dough play and creative work. These activities let children explore materials and make things.

Conversation was an important part of that learning in February 2025. Staff used questions that invited more than a short answer, echoed vocabulary and encouraged children to develop their ideas. Exploring animals and their habitats brought knowledge of the wider world into those exchanges. Children also talked together as they played, giving language a social purpose.

Pencils, scissors and a board for drawing gave children different ways to practise controlled hand movements in February 2025. These activities connected creative choices with the physical skills needed for writing. During group songs, actions helped children participate, while older children counted snack bowls and helped prepare them. Everyday jobs became opportunities to use number knowledge.

Outdoor and Community Life

The garden offered substantial physical play in February 2025: children pedalled bicycles and tricycles, used go-carts, climbed and slid, and aimed balls at a basketball net. That combination gave them opportunities to practise balance, coordination and control through different kinds of movement. The outdoor space was more than a place to pause between indoor activities.

In February 2025, families joined sponsored walks and stay-and-play sessions, as well as sports day and Christmas singing. Christmas singing brought families into a shared musical activity; sports day offered another occasion to take part. These were practical opportunities to see children alongside their friends and staff.

At the February 2025 inspection, Ofsted found that support plans and collaboration with parents and other professionals helped children with special educational needs and/or disabilities make good progress, and that communication and home learning were strengths. This gives families a concrete picture of support: individual planning connected the work of staff, parents and outside professionals.

In February 2025, parents knew their child's key person and the next steps in learning, and received newsletters. That relationship gave them a recognisable contact and a way to understand what staff were working towards with their child. Stay-and-play sessions added an opportunity to participate directly.

Independence was practised through ordinary routines in February 2025. Children put away their lunch boxes and helped friends who were less certain about what to do. Staff also supported children building a den to include others in their play. Care here involved helping children manage relationships as well as tasks.

There was a clear weakness alongside those strengths. In February 2025, some younger children lost interest while snacks were being prepared, and some children were left unoccupied during lunchtime organisation. Staff deployment needed to keep learning purposeful through those changes. Families should weigh that specific improvement point alongside the positive account of play and relationships.

Sessions and Attendance

Morning sessions run from 9am to 11.30am, with afternoon sessions from 12.30pm to 3pm, during term time only. Out-of-hours provision runs before and after preschool sessions and accepts both preschool children and Mellis Primary School children. Opening hours are 7.45am to 5pm, Monday to Friday, in term time.

The address is Yaxley Road, Mellis, Eye, IP23 8DP. Enquiries can be made by telephone on 01379 788 458 or by email at contactus@ympreschool.co.uk.

Funding and Paid Extras

Funded hours are offered through the government scheme, and families can add non-funded hours to extend their childcare. The sessions operate during term time. Current prices come in the pre-school's written quotation, so families can assess the cost of their intended combination of funded and paid attendance together.

Moving on to School

The pre-school shares its site with a primary school. In February 2025, staff worked with the local school to broaden children's experiences and help prepare them for moving on. That contact can support familiarity with the next stage, but attending the pre-school does not guarantee a Reception place. Families still apply through the local authority admissions process.

• Changes between activities. In February 2025, snack preparation and lunchtime organisation interrupted some children's engagement. During a visit, ask how staff now organise these periods and keep younger children involved.
• The school calendar. Morning and afternoon sessions, as well as the opening hours, are term-time provision. Families needing care during school holidays should plan around that attendance pattern.
• The complete cost. Funded hours can be combined with paid hours. Ask for a written quotation covering the intended sessions, meals and non-food consumables before deciding.

Yaxley & Mellis suits families seeking morning or afternoon preschool sessions during term time, including those who also need care around those sessions. Its February 2025 picture combined active outdoor play, purposeful conversation and opportunities for children to do things independently. School-site contact adds a useful transition link. The decision point is how consistently children remain engaged when the day moves from one activity to another.