St Marys Pre-School

A baby clinic in the role-play area gives St Marys Pre-School a recognisable character: in June 2025, staff adapted play to the new siblings expected by several families, helping children explore an impending change at home. Everyday experiences supplied the starting point for learning.

At its June 2025 inspection, Ofsted rated the pre-school Good, found that children made good progress and judged safeguarding effective. The Worksop setting has 25 places in total; children attending in June 2025 were aged two to four.

The early years foundation stage sets expectations for children's learning, development and care: here, the June 2025 activities included storytelling, counting and practical play. Children constructed train tracks, searched the garden for minibeasts and explored pretend play, with adults helping sustain their interest.

Outdoor activity had a clear physical purpose. In June 2025, children assembled an obstacle course together, carried equipment and practised balancing on stepping stones. Repeating the course gave them opportunities to persevere, while waiting and encouraging friends brought cooperation into the activity.

Inside, children shaped insects from play dough, practised writing their names and handled scissors. Circle time included Makaton sign language alongside songs and turn-taking. Dance teachers, musicians and football coaches broadened children's experiences, while Chinese New Year and Diwali celebrations introduced cultural traditions through food, clothing and lamp-making. These are examples from June 2025, rather than a current activity timetable.

At the June 2025 inspection, Ofsted found that staff supported children with SEND through sensory spaces and adaptable routines, and worked with families and outside professionals to support their learning. Practical adjustments were central to that support.

In June 2025, staff used parents' information and their observations to plan children's next steps. Progress checks at age two were repeated a year later, helping identify where additional support might be needed. All About Me books shared children's learning with families; WOW moment certificates and sticker charts recognised achievements.

Daily independence received attention too. Children practised dressing, using the toilet and washing their hands, with adult encouragement. In June 2025, staff supplied fresh water and healthy snacks, and encouraged families to provide nutritious food through conversations, newsletters and displays.

The address is St. Marys Pre-School, Park Street, Worksop, Nottinghamshire S80 1HH.

In June 2025, attendance was Monday to Friday in term time, with sessions running from 9am to 3pm. That daytime pattern matters for families comparing childcare with their working hours and school holidays. At that time, the pre-school also provided funded early education for two-, three- and four-year-old children.

• Numeral recognition. In June 2025, counting activities were stronger than planned opportunities to recognise written numbers. Ask how number recognition now features in play and adult-led activities.
• Term-time attendance. The June 2025 pattern was weekday sessions from 9am to 3pm during term time. When visiting, discuss whether the attendance pattern and funded-hours arrangements fit your family's week, including food and consumables costs.

St Marys suits families drawn to practical play, outdoor physical activity and close communication about children's development. The June 2025 examples give that assessment substance: children built obstacle courses, explored family changes through pretend play and shared learning through All About Me books. For families considering the term-time daytime pattern documented then, the main educational question is how opportunities to recognise numerals have developed.