Acorns Community Pre-School

An outdoor classroom for quieter school preparation, a garden used throughout the year and a learning journal that parents can contribute to give Acorns its character. This community pre-school operates from Hanover Hall in Totton, welcoming children from two years to school age. It has 32 places in total. The emphasis is on play, growing independence and a working relationship with families.

At its July 2025 inspection, Ofsted rated Acorns Good and found safeguarding effective, while asking staff to develop their interactions so that activities better sustain children's attention and learning. That distinction matters: there is plenty for children to explore, but the adult contribution to extending an activity was the improvement priority.

Attendance can be built around half-days or full days during school terms.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for children's learning and care: play supports language, physical development, relationships and the beginnings of literacy and mathematics. At Acorns, parents can follow that development through observations of their own child, rather than only receiving an account of what the group has done.

Inside, a Story corner and Home corner sit alongside blocks, figures and toys, with tables for painting and making. These give children different ways to participate: listening to a story, inventing a domestic scene, constructing something or working with materials. Messy play and freely chosen activities form part of the day, so clothes that children can manage themselves are a practical advantage.

In July 2025, story activities drew on children's interests, and factual books helped them investigate insects they had discovered. Reading therefore had a purpose beyond listening to an adult: children could use a book to answer a question raised by their play. Sensory activities also linked conversation with physical exploration, as children shaped malleable materials and talked about texture.

The same visit highlighted the limitation. At times during that visit, staff missed opportunities to develop activities into exchanges that sustained children's interest and challenged their thinking. Enjoyment was present; the next step was making more of it. For parents, the useful distinction is between having engaging resources and using conversation to deepen what a child learns from them.

Outdoor and Community Life

Acorns Garden includes a Mud kitchen, Sandpit and sensory wall, as well as equipment for sliding and climbing. Children use the garden across the year, with a canopy providing shade in hot weather. Flowers, fruit and vegetables are grown there too, giving the outdoor space a role in exploration and growing as well as active play.

Acorns Den is the outdoor classroom, used with a few children for quieter introductions to activities they will encounter at school. This provides a change of pace from the wider play environment. Once a child's destination school is known, staff adapt early literacy and numeracy approaches to match those used there; that is preparation for the next stage, rather than an admissions benefit.

Relationships and Communication

A key person is assigned before a child starts and takes responsibility for observations, assessment and planning. Settling is shared across the staff team, with families helping decide how their child should make the transition. Information about interests, achievements and needs helps practitioners choose suitable resources and plan the next steps in learning.

Tapestry is the online learning journal used to share photographs, videos and observations with families, who can add their own material from home. Reports are sent each term. This makes communication a two-way exchange: something a child does away from pre-school can help staff understand an interest or ability that has not yet emerged in the setting.

In July 2025, Parent Week gave parents an opportunity to join children's activities. Staff also shared progress information and ideas for learning at home. More broadly, families can help with projects, fundraising and the management of the pre-school, so involvement can extend beyond receiving updates about their child.

Inclusion and Wellbeing

At the July 2025 inspection, Ofsted found that SEND support combined visual timetables with collaborative planning involving local authority advisers and therapists specialising in speech and language. Current arrangements include a SENCO role, regular liaison with the Area Inclusive Officer and links with Portage, health visitors and educational psychologists. These are concrete routes for coordinating support around a child's needs.

In July 2025, children practised independence by collecting snack utensils, washing them afterwards and changing out of wet clothes following water play. Nappy changes involved sensitive conversation and respect for the child. Those everyday routines matter alongside planned activities: they are opportunities to practise self-care and make choices with adult help.

Acorns Golden Rules translate expectations into actions children can understand, including sharing, gentle behaviour and looking after equipment. Staff undertake further training, and some have worked at Acorns for more than ten years, providing continuity for families with siblings. Safeguarding arrangements include designated lead and deputy roles, with enhanced DBS checks and references required before staff begin employment.

Sessions and Attendance

The address is Hanover Hall, Jennings Road, Totton, Southampton, SO40 3BA. Acorns opens Monday to Friday, 8.30am to 3.30pm, during term time and closes for school holidays. This is a term-time option, so families needing childcare through holiday periods should factor that calendar into their choice.

Half-days and full days are offered, with flexible start and collection choices. Starts are at 8.30am, 9am, 9.30am or noon; collections are at noon, 2.30pm, 3pm or 3.30pm. These are choices within the opening day, rather than a single fixed timetable for every child. Enquiries can be made by telephone on 023 8066 8234 or by sending an application form by post or email.

Funding and Paid Extras

Funded early education is offered for eligible two-year-olds, alongside the term-time entitlement of 15 hours for three- and four-year-olds from the term after their third birthday. The two-year-old offer has eligibility conditions linked to economic circumstances, being looked after by the local authority or additional needs. Working parents of three- and four-year-olds may qualify for up to 30 funded hours, with eligibility codes supplied to Acorns and reconfirmed regularly.

Private childcare is also offered, with fees payable in advance. Current prices come in the nursery's written quotation; the fees and funding page explains the payment and funding arrangements. Fees remain payable for short absences or absence without notice, while prolonged absence is discussed with management.

Parents supply a packed lunch when their child attends over the afternoon session, and bring nappies and wipes. A drinks bottle and spare clothes are also part of the daily kit. Easy-to-manage clothing supports the independence children practise during toileting and outdoor play.

Tapestry records are shared with the child's next early-years provider or infant school. Together with preparation in Acorns Den, this gives the receiving setting information about the child and familiarises children with aspects of their next stage.

• Learning conversations. The July 2025 improvement priority concerned how staff extend children's engagement during activities. On a visit, ask how practitioners now develop water play or bug hunts into conversations that sustain attention and introduce a challenge.
• The term-time calendar. Half-days and full days offer different attendance patterns, but Acorns closes during school holidays. Judge the weekly pattern and holiday arrangements together.
• Settling and support. A key person is allocated before starting, while SEND arrangements involve a SENCO and outside professionals. Use a visit to discuss how these people would coordinate your child's settling plan and any existing support.
• Lunch from home. Afternoon attendance involves a parent-supplied packed lunch, and families bring nappies and wipes. For a child with allergies, ask how their lunch and dietary needs will be managed in practice.

Acorns suits families seeking either half-day attendance or full days within a term-time pre-school calendar, with opportunities to contribute to their child's learning. Acorns Garden and Acorns Den give outdoor activity and quieter school preparation their own spaces, while Tapestry connects home experiences with planning at pre-school.

The July 2025 Good judgement sits alongside a clear teaching priority: staff need to make more of children's interest during activities. That is the point to explore on a visit. The appeal is otherwise concrete: varied play spaces, organised communication and practical support for children becoming more independent before school.