Whitchurch Montessori Nursery and Forest School

Conversation, independence and adventurous play give this Whitchurch setting its character: children discussing their morning, dressing for outdoor activities and testing their balance on wooden beams. These are snapshots from January 2026, with practical relevance for parents looking for preparation for school through everyday experiences.

At its January 2026 inspection, Ofsted judged inclusion a Strong standard, the other assessed areas an Expected standard, and safeguarding standards met. This was an area-by-area assessment, rather than an overall grade.

The nursery has 42 places in total. Children attending in January 2026 were aged 2 to 4; that describes the children present at that time.

The early years foundation stage sets requirements for children's learning, development and care, bringing education and everyday wellbeing into the same framework. In January 2026, learning included conversations, construction play and mathematical experiences woven into activities, alongside an emphasis on physical and emotional development.

Children chose their play, with staff joining their interests. Tower-building became an opportunity to explore height and try again after a collapse. New colour vocabulary carried into conversations about cars. These examples connect learning with things children can handle, notice and discuss.

Outdoor experiences included balancing along wooden beams, splashing into puddles and experimenting with jumps. Independence also had a practical place: children practised getting dressed for outdoor play and using cutlery at meals.

Group activities needed further work in January 2026. Some were insufficiently adapted to keep children involved, and newer practitioners were still developing their teaching practice. The next step was to monitor participation more closely and change an activity's speed or method when necessary.

At the January 2026 inspection, Ofsted found that detailed assessments prompted early additional support, professional partnerships helped coordinate care, and children made progress from their individual starting points. Support was reviewed, including for children with special educational needs and/or disabilities and those receiving additional funding.

In January 2026, a key person got to know each child and family, while settling routines helped children make the move from home. Staff offered comfort when needed and helped children put feelings into words. This linked emotional support with everyday challenges such as sharing and waiting for a turn.

Regular movement, rest and healthy food and drinks formed part of daily routines. Parents received updates about achievements, although guidance on continuing learning at home needed development. Information-sharing with other settings attended by the same children also needed strengthening.

The address is Whitchurch Montessori and Forest School, Park View, Whitchurch, Hampshire, RG28 7FE.

In January 2026, staff discussed regular attendance with families and adjusted attendance times for children with special educational needs and/or disabilities and those receiving additional funding. This connected attendance arrangements with access to learning, rather than treating them solely as a timetable decision.

• Group activities. January 2026 findings called for better adjustments to pace and participation, alongside continued development of newer staff. Ask how these changes now work in practice.
• Learning at home. Parents received achievement updates in January 2026, but needed more guidance on supporting learning themselves. Ask for an example of the advice families now receive.
• Shared care. Coordination with other early years settings needed strengthening in January 2026. Families using two settings should discuss how learning information is exchanged.
• Attendance arrangements. The nursery has 42 places overall. Which booking pattern would fit your child's age and your family's routine?

This setting merits consideration by families who value practical independence, conversation and active play. Its January 2026 assessment gives inclusion particular weight, while the development points concern participation in group learning and communication beyond the nursery. Those are useful topics for a visit, especially for families needing coordinated additional support or sharing care between settings.