Platform 3 Pre-School Playgroup

Outdoor books, painting and a sandpit give Platform 3 Pre-School Playgroup a recognisable character in its October 2021 account: learning extended beyond the indoor space. The setting has capacity for 26 children and is based at Oak Tree Primary School, Junction Road, Burgess Hill, RH15 0PZ.

At its October 2021 inspection, Ofsted judged provision Good, found safeguarding effective and described staff adapting their support for children with special educational needs and/or disabilities (SEND). Children attending then were aged two to four. These are dated findings rather than a description of today's daily provision.

The early years foundation stage sets requirements for children's learning, development and care. In October 2021, this took concrete forms: conversations over snacks developed language, riding wheeled toys exercised physical skills, and handwashing gave children practice in looking after themselves. Learning therefore included ordinary routines as well as planned activities. For parents, these examples show how early education can happen through talking, moving and doing everyday things independently, rather than only through an adult-led task.

In October 2021, outdoor activity included painting, books, wheeled toys and the sandpit. Children who preferred being outside could pursue quieter learning there as well as physical play. Staff also gave children without gardens opportunities to learn outdoors.

Conversation ran through snack time and circle time in October 2021. Picture cards helped children express themselves, including children learning English as an additional language. In the home corner, pretend meals prompted conversations about breakfast at home, connecting play with familiar experiences.

In October 2021, staff used their observations to identify what individual children could work on next. Animated storytelling encouraged an interest in books. This linked adult support to children's developing interests, although the concern about unclear activity aims matters: knowing a child's next step and designing an activity that advances it are separate tasks. The practical question is how an enjoyable experience also helps a child learn something new.

Family photographs displayed on a wall provided another connection between home and preschool in October 2021. Children learnt about one another's families and lives, giving them something personal to share with the group. Alongside conversations about breakfast, this brought familiar experiences into their play and talk. The physical display made family life part of the setting's shared space.

In October 2021, staff helped newcomers become familiar with routines and build relationships. Everyday tasks offered opportunities for independence: children fetched their cups and plates, used tissues and washed their hands afterwards.

Communication with families in October 2021 combined daily conversations with an online learning journal. Staff suggested ways to continue learning at home, giving parents practical links between preschool activities and family life.

Safety routines in October 2021 included daily checks for hazards, supervision and checks on new staff. Child-protection quizzes during staff meetings helped identify training needs.

In October 2021, pictures served practical purposes as well as supporting conversation: staff used them to explain routines and help children choose snacks. For children with SEND, this meant support could be built into everyday activities. A visual explanation offered another way to understand what was happening, while a picture-supported choice gave children a way to express a preference. These are concrete examples of adaptation, rather than a general promise of support.

Social routines also received attention in October 2021. Children practised waiting for snacks and listening during stories, alongside the self-care tasks described above. Those experiences brought different demands: managing a turn, attending to a shared story and handling personal tasks. For families weighing preschool care, the useful detail is that independence was visible in ordinary actions, not confined to a special activity.

In October 2021, opening hours were 9am to 3pm on Monday, Tuesday, Thursday and Friday, and 9am to midday on Wednesday, during term time. That shorter Wednesday made the attendance week uneven, an important distinction for families organising childcare around work.

In October 2021, the preschool received funding for free early education for three- and four-year-olds.

The setting is based at Oak Tree Primary School. Attending the preschool does not guarantee a Reception place.

• Learning purpose and independence. In October 2021, some activities needed clearer learning aims, and staff sometimes intervened before children had time to reason or attempt tasks themselves. Ask how staff now plan challenges and give children time to solve problems.
• Wednesday arrangements. The October 2021 timetable ended at midday on Wednesdays rather than mid-afternoon. How does the current attendance pattern fit your working week?

Platform 3 suits families looking for a preschool setting on a primary-school site. Its October 2021 account offers useful examples of outdoor learning, conversation and growing independence, balanced by specific concerns about activity planning and adult intervention. The dated term-time timetable is the practical consideration to explore before choosing it.