Sedlescombe Pre-School

Caterpillars, butterfly drawings and garden discoveries give Sedlescombe Pre-School a concrete character. In June 2026, children watched caterpillars develop and drew the butterflies they imagined would emerge. These experiences connected observation with creative work, giving children something tangible to discuss.

At its 10 June 2026 inspection, Ofsted judged inclusion to be a Strong standard, the other assessed areas to be at the Expected standard, and safeguarding standards to be met. There was no overall grade. The practical distinction is between the stronger inclusion judgement and the expected level reached elsewhere, rather than a single rating for the whole setting.

The pre-school has capacity for 24 children. Children attending in June 2026 were aged two to four; that age range describes the inspection group.

In June 2026, the early years foundation stage provided the required framework for children's learning and care. In everyday terms, its areas of learning brought together communication, physical development and early mathematical understanding: children sang, listened to stories, practised balancing and compared sizes.

Water play prompted discussion about shape and measurement. Finding slugs in the garden gave children a reason to count and compare. Scoops and differently sized tweezers also helped children explore and move coloured spaghetti, linking hands-on activity with choosing and using tools.

There were limits to how far adults extended these experiences. In June 2026, staff sometimes supplied an answer before children had time to test their own ideas. Questions also needed to stretch children's vocabulary more consistently. These are meaningful teaching points: an engaging activity gains more value when children can explain their thinking and try a solution themselves.

At the June 2026 inspection, Ofsted found that staff recognised individual needs promptly, adapted support effectively for children with SEND and used additional funding effectively, including for oral-health training and resources. Small-group work and visual timers were concrete examples of that support.

In June 2026, staff and children used signs to communicate, while visual prompts helped families support emotional regulation at home. A key-person arrangement gave children a familiar adult connection. Sand timers helped children understand whose turn came next, making waiting easier to understand.

Communication extended beyond a progress update. In June 2026, families received information about learning and next steps, alongside advice on toothbrushing and online safety. Children practised hygiene and toileting, and used bikes and balance equipment. Preparing for school included completing tasks independently and understanding routines, rather than relying solely on adult direction.

Sedlescombe Village Hall, The Street, Sedlescombe, Battle, TN33 0QW is the pre-school's address. Its capacity of 24 places is a whole-setting figure, not a room size or an indication of vacancies.

In June 2026, opening hours ran from 8.30am to 3.30pm, Monday to Friday. For families weighing this timetable, the distinction between the opening window and the hours booked for an individual child matters.

• Space to think. In June 2026, adults sometimes intervened before children could investigate their own solutions. This matters if you value learning through trial and discovery.
• Developing language. More consistent questions to extend vocabulary were a June 2026 next step. Stories and singing supplied opportunities, but the adult conversation around them needed further development.
• Planning attendance. When visiting, ask which attendance patterns fit within the June 2026 opening window and what the current written quotation includes for funded hours, meals and consumables.

Sedlescombe Pre-School suits families who value practical exploration, help with routines and specific adaptations for individual needs. The June 2026 picture combines garden discoveries, creative work and communication support with two clear teaching priorities: richer questioning and more time for children to solve problems themselves. Those priorities deserve weight alongside the inclusion judgement.