Specific areas of learning:

  • Literacy 
  • Mathematics
  • Understanding the world
  • Expressive art and design

Prime areas of learning:

  • Personal, social and emotional development
  • Communication and language
  • Physical development




The EYFS Statutory Framework is the framework from the Department for Education (UK) which sets the standards for learning, development and care for children from birth to five and is delivered through play and positive experiences within the pre-school. 

The areas of learning (noted in the green box) are promoted throughout the pre-school learning environment both indoors and outdoors. 

Early Learning Goals are the targets your child is expected to reach at the end of the foundation stage. Bare in mind that the end of the the foundation stage is the end of reception. On an on-going basis, the staff observe the abilities and development of each individual child. They then plan the next steps to achieving these goals depending upon your child’s particular needs and interests. 

Any areas that require additional support are delivered during our small group sessions. These are focused activities that help the children to concentrate on a particular area of learning while their efforts are valued and supported, not only by their key worker, but also by the other children.

At Hail Weston Pre-School we use a ‘free-flow’ system, where children are able to move freely to any activity of their choice, indoors and outdoors.  They are encouraged to choose and play independently, with support from adults, to build confidence and self-esteem and enables children to try out new ideas and learning experiences within a safe environment. 

Throughout all activities children are taught to be kind and tolerant of others. We also ensure that children are allowed to express themselves in their own way and develop their own character.


At the end of every term parents/carers will receive an Individual Tracking Assessment (ITA). This document identifies the stages your child is at with their learning and development. We reiterate that children develop and reach milestones at different times. 

Each child between the age of two and three years will receive a report to share with the health visitor during their 2 year check up. Children who are in, that is called, their 'pre-school' year will receive a transition report at the end of the year which will be forwarded to their reception class teacher of their new school. Formal parent consultations are also offered at the end of each term.  We welcome informal on-going discussions with parents who have any queries about their child’s development.

On an on-going basis, children’s learning is observed, assessed and evaluated. All staff assess and record the learning of every child individually. Every child has their own key person who will plan activities to support individual development through the Early Years Foundation Stages (EYFS) of development.

​Parents may view their own child’s file on request.  


The pre-school is based in Hail Weston Village Hall.  The facilities include a large room which is informally divided into different areas that the children are free to access throughout the day.


Within the indoor setting, there are a range of different activities which are changed to meet the children's needs as and when required. This gives the children opportunities to experience and play with a variety of tools and toys.

Outside there is a secure outdoor play area which is accessible at all times to give the children fresh air and exercise.  The outside toys include all the experiences of the indoor environment.

In the outdoor play area there is a cabin which is used to run small groups to support focused learning and individual next steps.

At the front of the preschool there is a small secure garden which is used for growing activities, including planting seeds and bulbs, as well as growing and harvesting vegetables. 

RHS Chelsea medal-winning garden designer Dawn Isaac also runs a gardening club that the children take part in regularly.