Elm Tree Pre-School Weybourne

A village hall, a large garden and fortnightly visits from Boogie Beat's give Elm Tree Pre-School Weybourne a recognisable character. Its curriculum puts conversation, independence and learning through play centre stage. This is preschool provision with a community setting, rather than care extending into the evening.

At its February 2024 inspection, Ofsted rated the setting Good and found safeguarding effective. The current age range is two to five, with capacity for 26 children in total. Those figures describe the whole setting, rather than the number attending together or the size of a particular group.

Weybourne Village Hall provides the indoor space, with a secure garden alongside it. Attendance follows term time. For families whose childcare needs fit that calendar, the appeal lies in the combination of outdoor play, practical independence and opportunities to develop confidence in speaking.

Learning and Activities

The early years foundation stage provides the framework for children's learning and care: play and everyday routines develop language, physical skills, relationships and early understanding of reading and mathematics. Elm Tree's curriculum turns those areas into recognisable experiences, including making marks, sharing stories, exploring music and learning to express ideas.

Communication has a clear place in the day. Children practise explaining what they need, listening to others and contributing their thoughts. Alongside this, self-care and friendship skills help them participate more independently. These are useful priorities for children preparing for the greater demands of Reception.

Boogie Beat's adds a visiting activity once a fortnight, lasting 30 minutes. Stories, props, dance and songs form the session, giving children an active way to join in with familiar material. Repeating familiar material helps develop language and gives children confidence to take part.

The broader curriculum includes numeral recognition, counting and shapes, alongside exploration of nature, technology and the local community. Creative work brings together art, movement and music. These experiences sit within the framework rather than replacing it; the practical question is how staff adapt them to each child's next step.

Outdoor and Community Life

A spacious community hall and large secure garden give the setting both indoor and outdoor space. The garden matters because physical learning can extend beyond table activities and stories.

In February 2024, children used ride-on cars and practised balance along coloured garden paths, as well as taking part in music and movement activities. Those examples show how movement was woven into the day at that time: children could practise coordination through play rather than only through an adult-led exercise.

The curriculum also includes festivals, celebrations and learning about the surrounding community. Its emphasis is on helping children explore the world around them, with creative and practical experiences alongside conversation.

Key-person roles, a SENCO and a designated safeguarding lead form part of the staff structure. These give families identifiable responsibilities for everyday relationships, additional needs and safeguarding concerns. The manager also holds the SENCO role, bringing the coordination of additional support into the management structure.

At the February 2024 inspection, Ofsted found that children with special educational needs and/or disabilities were supported effectively through individual care and learning plans developed with parents and relevant professionals, and made good progress. This is a concrete account of support at that date, rather than a general promise about every child's experience.

In February 2024, staff took account of children's interests and personalities when helping younger or less confident children settle. Shared stories also gave quieter children time to consider their answers and contribute. The useful thread is responsive interaction: participation did not depend solely on being the quickest child to speak.

Practical independence was another feature of the day in February 2024. Children learnt to manage coats and shoes, open food containers, put things away and refill water bottles. Staff offered encouragement when older children needed help to persist. Such routines make school preparation tangible, extending beyond early reading or counting.

Tapestry provides families with online learning journals covering children's development and achievements. It gives parents a way to follow learning beyond conversations with staff. Membership of the Early Years Alliance also gives staff access to training and advice.

Sessions and Attendance

The address is Weybourne Village Hall, Lower Weybourne Lane, Farnham, GU9 9ER. Elm Tree operates during term time and closes for school holidays, so its calendar needs to fit the family's wider childcare arrangements.

On Tuesday, Wednesday and Thursday, opening hours are 9am to 3pm. These are daytime hours, with no evening opening. Monday and Friday require a separate check because the two stated closing times differ, as set out below.

Enquiries can be made through the contact form, which asks families to select the setting and leave a message. Selecting Weybourne keeps the enquiry attached to this location.

Funding and Paid Extras

Funded childcare includes FEET funding for 2 year olds, 15 hours funding for 3 and 4 year olds, and 30 hours funding for 3 and 4 year olds. These are the entitlement categories offered; they do not establish an individual child's eligibility or a particular attendance arrangement.

The entitlement and the child's agreed timetable need to work together, especially where the nursery's opening week differs between days. Families should obtain a written quotation for current prices.

• Mathematical challenge. In February 2024, staff did not consistently extend older and more able children's understanding of mathematics, including shape, size and measure. For children already confident with early counting, this finding matters when weighing the mathematical challenge on offer.
• Staff development. In February 2024, supervision needed to target gaps in staff knowledge and teaching more closely. Ask how supervision now helps practitioners adapt activities and extend children's learning.
• Monday and Friday hours. The contact information gives a 1pm finish, while the Weybourne site information gives noon; both give a 9am start. Resolve that difference before arranging work or collection around those days.
• The funded attendance agreement. FEET and the two funding offers for three- and four-year-olds sit within term-time provision. Before joining, ask how the funded hours fit the agreed timetable and how meals, consumables and any additional paid hours are handled.

Elm Tree suits families seeking term-time preschool provision in a village-hall setting, with a large garden, practical self-care and visiting music and movement activities. Tapestry adds a useful connection between home and the children's learning.

The February 2024 findings give families concrete strengths to weigh alongside two teaching-development priorities: extending mathematical challenge and sharpening staff supervision. The decision rests on whether that educational offer and the daytime opening calendar match the child's needs and the family's week.