Fleur de Lys Preschool

Children's interests give Fleur de Lys Preschool its starting point. In the Moment planning means practitioners develop learning from what children already enjoy, rather than treating their interests as a distraction from the day's activities. The setting occupies a refurbished building in Saxilby, with Seedlings, Sapling and Blossoms rooms separating the younger children from the preschool stage.

At its December 2024 inspection, Ofsted rated the provision Good and judged safeguarding effective. Practical independence was a clear thread through children's experiences: pouring drinks, preparing vegetables and helping with washing up made everyday routines opportunities to learn.

The nursery accepts children from birth to eight years and has 35 places in total. Funded attendance can follow the school year or be spread across the year, with paid additional hours alongside it.

Rooms and Ages

Seedlings accommodates children younger than two, Sapling is for two-year-olds, and Blossoms is the preschool room. Across these rooms, play, exploration and age-appropriate risk-taking form the shared approach. These are stage-based arrangements, rather than a single mixed-age description of the whole nursery.

The daily routine can change to match the children attending. Snacks and lunch provide points around which play can develop, rather than requiring every day to follow an identical sequence. That flexibility fits the interest-led approach: staff can respond to an activity children want to pursue.

Learning and Activities

The EYFS provides the framework for children's learning, development and care, with play and adult interaction supporting their developing skills. In the Moment planning adds the nursery's own way of responding to children's interests. Practitioners engage with what a child is doing and extend the learning within it.

In December 2024, children selected songs and listened to stories, while adults demonstrated ways to roll and throw soft balls. The activities gave younger children opportunities to practise communication and coordination through something concrete. An interest in a phrase about pickles also prompted a tasting experience with pickled onions, connecting unfamiliar words with smell and taste.

Older children used materials to build dens and develop pretend play during that same period. They also attended a school nativity performance and retold the story using small figures. These examples show how experiences beyond a book could become material for imaginative play; they do not imply an admissions relationship with that school.

Relationships and Communication

A key person gives each family a particular practitioner to get to know. The settling arrangement includes three hours of visits, which can be organised around the child and family's needs. Those visits introduce the child to the environment, their key person and other staff.

The staff structure includes curriculum leadership, room leadership, a SENCO and designated safeguarding roles. Early-years and teaching qualifications feature within the team, alongside paediatric first-aid training. These roles give responsibilities a practical shape, rather than leaving curriculum and additional support as general promises.

In December 2024, parents received updates about daily care and activities, together with written accounts of learning progress. The distinction matters: knowing how a child ate or played is useful, but it serves a different purpose from understanding what they are learning.

Inclusion and Wellbeing

At the December 2024 inspection, Ofsted found that children with SEND received effective support through individual targets, but identified inconsistent curriculum practice with very young children and insufficient guidance for some parents about extending individual learning at home.

During that period, gestures and signing helped some children express themselves, while sensory toys supported children who found a noisier playroom difficult. For the youngest children, nappy changes were an example of a missed opportunity: involving them in choosing their nappies and talking more during changes could support independence and early language. Care routines were therefore part of the educational improvement work, rather than separate from it.

Meals and snacks are prepared at the nursery, using seasonal ingredients, and the nursery offers allergy catering. Families managing allergies should discuss the current arrangements for their child's needs.

Sessions and Attendance

The address is 2 Highfield Road, Saxilby, Lincoln, LN1 2QP. Opening hours are 7.30am to 5.30pm from Monday to Thursday and 7.30am to 4.45pm on Friday. The nursery operates across the year, closing for bank holidays, a summer week and a Christmas week.

Funded sessions run from 8.30am to 4pm. Entitlement can be taken over 38 school-year weeks or spread over 50 weeks, and funded hours can be arranged across the week subject to availability. Paid additions include an earlier start from 7.30am, later collection and extra attendance beyond funded hours.

Enquiries can be made by telephone, email or the contact form. Current prices come in the nursery's written quotation.

Funding and Paid Extras

Funding includes up to 30 weekly hours for eligible working families from the term after a child reaches nine months until they go to school, the universal 15 hours from the term after turning three, and support for eligible two-year-olds through Families in Receipt of Additional Support (FRAS). Access involves a funding form and birth certificate; working-family codes must be renewed every three months, and FRAS codes come from Lincolnshire County Council.

Food during funded hours is charged separately if purchased, covering snacks, drinks and a home-cooked two-course lunch; families can instead supply lunch and snacks under the healthy packed-lunch policy. There is no consumables charge.

Music and movement and visiting-company activities can carry separate charges, with participation optional. A voluntary contribution supports experiences including sensory activities, community visits and seasonal events. Families can decline that contribution while retaining their funded attendance.

• The youngest children's daily care. December 2024 improvement work included language and independence during nappy changes. On a visit, ask how Seedlings practitioners now involve children in these routines.
• Learning beyond nursery. Some parents needed more tailored home-learning guidance in December 2024. Ask what suggestions accompany progress updates for your child's next steps.
• Friday collections. Friday opening ends at 4.45pm, while the additional-hours offer describes collection until 5.30pm. Clarify which later-collection arrangements apply to Fridays before choosing attendance.
• Food choices and allergies. Funded attendance allows either purchased food or a family-supplied lunch and snacks. Discuss the packed-lunch policy and current allergy arrangements together, so the chosen option works for your child.

Fleur de Lys suits families seeking funded daytime attendance across either the school year or a stretched year, as well as those adding an earlier start or later collection. Interest-led planning, a key person and adaptable settling visits give the offer a clear shape. The December 2024 examples of practical independence add substance, while the youngest children's curriculum and individual home-learning guidance remain sensible subjects for a visit. Friday collection needs particular attention when matching the nursery to working hours.