Norton Community Pre-School

Play dough, playground chalk and a balancing obstacle course give Norton Community Pre-School a practical, hands-on character. In March 2025, children exercised their fingers, worked together and tried climbing in its garden. These experiences connected physical skills with cooperation and growing independence.

At its March 2025 inspection, Ofsted rated the pre-school Good, found safeguarding effective and judged that children made good overall progress towards their next stage of learning. Based at The Old School Hall in Norton, it has capacity for 30 children; those attending in March 2025 were aged two to four.

The early years foundation stage is the framework for children's learning, development and care, connecting play with the skills they need as they grow. In March 2025, staff used children's interests and existing abilities to shape activities: moulding dough and tracing friends' outlines in chalk helped develop the hand control needed for writing.

Language had a strong place in the day that month. Staff introduced vocabulary through children's interests, used questions to encourage thinking and brought fiction, factual books and songs into learning. Expressive storytelling helped children concentrate and anticipate what came next. Books were tools for conversation as well as listening.

Outdoor play also involved decisions. In March 2025, children practised judging risks while climbing in the garden and gave one another instructions during obstacle-course play. Mathematics needed sharper planning, however, especially in building understanding of number quantities, length and capacity. Activities were not consistently matched closely enough to children's mathematical needs.

At the March 2025 inspection, Ofsted found strong support for children with special educational needs and/or disabilities and disadvantaged children, including early identification of learning gaps, speech-therapy partnerships and targeted use of additional funding. This gave support a concrete basis rather than relying on a general promise of inclusion.

During March 2025, staff helped children build relationships and settle, encouraged polite exchanges at snack time and supported those struggling with emotions to participate in play. Preparing snacks gave children another opportunity to practise independence. Parents received guidance for learning at home and could participate through the management committee or help with regular outings.

Leadership also supported continuity that month: staff turnover was very low, morale was high and practitioners shared training and experience. Professional development helped the team exchange useful approaches to children's learning.

The address is The Old School Hall, Matthews Lane, Norton, Sheffield S8 8JS.

At the 25 March 2025 inspection, the pre-school operated during term time, Monday to Friday. At the 25 March 2025 inspection, session times were 9am to midday every morning and 12.10pm to 3.10pm on Monday, Tuesday, Thursday and Friday. That timetable offered both morning and later-day attendance, with a different Wednesday pattern.

The pre-school provided government-funded childcare places in March 2025 and received funding for disadvantaged children.

• Mathematical learning. March 2025 planning needed more systematic work on number quantities and measures. Ask how staff now build these skills progressively.
• Term-time timetable. The March 2025 pattern included morning sessions throughout the working week and later sessions on four days. Families needing holiday care should weigh the term-time arrangement against their working year.

For families seeking morning attendance or later-day sessions during term time, Norton Community Pre-School's March 2025 provision combined practical play, language development and opportunities to become more independent. Its inclusion work was a strength of that assessment. Mathematics planning is the specific improvement point to keep in view.