Warwick Pre-School

A purpose-built setting with an enclosed outdoor play area and a weekly timetable spanning sport, ballet, music and yoga gives Warwick Pre-School a clear character. Its scale is another practical attraction: 22 places in total, for children aged 18 months to 5 years. That is whole-setting capacity, rather than a promise about the size of any child's daily group.

At its June 2025 inspection, Ofsted judged the provision Good and safeguarding effective. The strongest examples were concrete: children explored insects outdoors, used stories to develop conversation and practised doing things for themselves. Two improvement priorities also matter to parents: giving older children clearer learning purposes during planned activities, and sharing individual learning targets with families.

Whole-day attendance is offered within a term-time weekday timetable. Families need to plan school-holiday childcare separately.

Learning and Activities

The Early Years Foundation Stage (EYFS) guides the curriculum, connecting children's learning, development and welfare; here, practitioners extend learning through play, conversation, demonstrations and questions. It is the common framework for early years provision, while Warwick's own planning draws on children's interests and what they already understand. The practical implication is that an interest can become the starting point for a learning experience, rather than simply filling time.

Language and literacy receive explicit attention. Practitioners model speech and introduce vocabulary, while younger children build foundations before moving towards more complex learning. The curriculum also gives children opportunities to express feelings and concerns. For parents, these are useful priorities to look for in everyday interactions: adults explaining, listening and helping children put ideas into words.

In June 2025, younger children explored songs with instruments and small play objects, while older children discussed story characters and considered possible endings. Puppets and food helped make stories tangible. These examples show different ways into the same activity: joining a familiar rhyme for one child, explaining a story for another.

The weekly timetable adds recognisable sessions. Physical Activities with Sports Trust runs on Mondays and Thursdays; Ballet with Ballet School takes place on Tuesdays, and Music with Music House on Wednesdays. Yoga and Pilates follows on Fridays. These give families a concrete picture of the week's scheduled activities alongside the broader curriculum.

Outdoor and Community Life

An enclosed outdoor play area sits alongside the purpose-built building. For children, that gives outdoor activity a place within the setting itself, rather than making every opportunity dependent on an outing.

In June 2025, outdoor play happened daily. Children examined insects using magnifiers, searched beneath logs and explored soil, with adults encouraging care for living things. Running and climbing offered physical activity too. Indoors, younger children worked out how to release objects frozen into ice, while older children made clothing designs with coloured pens for a fashion show. The contrast is useful: exploration included both practical problems and imaginative projects.

Relationships and Communication

Each child has a personal key person, giving families an identified practitioner around whom to build their relationship with the setting. Parents also have a role beyond individual conversations: a voluntary committee drawn from families manages the pre-school. This makes parental involvement part of its organisation, as well as an aim of its care.

In June 2025, staff gathered parents' accounts of children's development at the outset and used observations to decide what children should learn next. However, at that inspection Ofsted identified inconsistent sharing of those targets with parents and insufficient clarity about the intended learning for older children in some planned activities. Both points affect how well families can connect the nursery day with learning at home.

Inclusion and Wellbeing

Practitioners support children learning English as an additional language. The curriculum's emphasis on vocabulary, adult modelling and conversation provides concrete context for that support, rather than a general promise about inclusion.

In June 2025, children practised independence through helping clear up sand and preparing the table for meals. Adults encouraged turn-taking and consideration for others, and handwashing formed part of routines around messy activities and eating. These are small, repeatable experiences through which children learn to participate in shared daily life.

The allergy policy describes identifying allergens and preventing children from coming into contact with them. Children who become unwell at pre-school are sent home, with parents or a known carer contacted to collect them. Families therefore need a workable collection arrangement during the session.

Sessions and Attendance

The address is The Rear of 76-78 Warwick Gardens, London W14 8PR. Opening runs from 9am to 3pm on weekdays during term time; whole-day attendance is offered. School holidays sit outside this timetable, so the calendar matters as much as the daily finish time.

Enquiries can be made using the contact form, by emailing warwickpreschool@aol.com or by calling 020 7602 3080. Whole-day children bring a packed lunch, making parents responsible for that meal.

Funding and Paid Extras

Funded childcare is offered within the term-time provision. Funding for three- and four-year-olds includes the MEF (Nursery Education Grant), which is reflected in fees; the 30 free hours require a code, while the 15-hour offer for two-year-olds requires a Busy two Ticket. These conditions should be kept separate from the question of which attendance pattern a family wants.

Paid attendance is also offered. Current prices come in the nursery's written quotation, and the fees and funding terms require a deposit covering four weeks and advance payment covering four weeks when registering. Withdrawal requires a term's notice. Those commitments make the timing of joining and leaving financially significant, even before comparing weekly attendance patterns.

• Learning for older children. Clearer purposes for some planned activities were a June 2025 improvement priority. During a visit, ask how an activity is adapted to stretch an older child.
• Learning beyond the session. Sharing individual learning targets with families was also a June 2025 priority. Ask what updates parents receive and how they can use them at home.
• Term-time coverage. The weekday timetable ends at 3pm and excludes school holidays. Match both limits against work and family commitments when considering whole-day attendance.
• The full attendance cost. Whole-day children bring lunch, and joining involves a deposit and advance payment. What does the quotation cover for non-food consumables and the weekly activity sessions, and how would any allergy arrangements work for your child?

Warwick Pre-School suits families seeking term-time places, including whole-day attendance, especially those who value an enclosed outdoor space and scheduled music, movement and sport. Its parent committee and personal key-person arrangement give families defined ways to be involved.

The June 2025 Good judgement provides a positive inspection position, with specific reservations about older children's planned learning and communication of individual targets. Those are useful questions for a visit. The decision rests on how well the learning approach, parental involvement and term-time timetable match the child's needs and the family's routine.