Sutton on the Forest Preschool

Straw-and-stick story houses shaped Sutton on the Forest Preschool's February 2025 inspection picture: imaginative play with practical materials, alongside attention to conversation and independence. At its 27 February 2025 inspection, Ofsted rated the preschool Good and judged its safeguarding effective, highlighting strong language support while asking for more consistent teaching challenge and clearer learning updates for parents.

The preschool has capacity for 20 children at Grey Village Hall in Sutton on the Forest. Children attending in February 2025 were aged two to four; that age range belongs to the inspection date.

In February 2025, a weekly book theme connected stories with making and imaginative play. The Three Little Pigs prompted children to construct houses with sticks and straw, then dramatise the tale. This gave them something tangible to build and a story to explore through their own actions.

The early years foundation stage sets the framework for children's learning, development and care. In parent language, this brings communication, play and everyday skills into the same day. During February 2025, staff used children's interests and existing skills to plan activities, adapting both their interactions and the surroundings to different developmental stages.

Conversation was woven through play that month: adults repeated vocabulary, posed questions and allowed time for answers. Targeted language groups followed staff training. Children also used an equipped outdoor area daily and took walks around the community, giving physical activity a place alongside stories and conversation.

Story sessions in February 2025 also involved children discussing events in the book. Listening became a chance to contribute, rather than simply hear an adult read. Staff planned with specific learning intentions, building activities around what children could already do. The weakness concerned taking those experiences further: in the mud kitchen, conversation about children's dishes did not always develop into a greater challenge. For parents, the distinction is between an engaging activity and an adult using it to deepen learning.

In February 2025, relationships were built through attentive responses and opportunities for children to make choices. Adults modelled sharing and turn-taking, while group activities gave children practice in listening before contributing. Independence had practical tasks attached: managing coats and shoes, washing hands and helping with lunch routines.

At lunchtime in February 2025, children helped prepare for the meal, cleared their plates afterwards and disposed of waste. These were repeated opportunities to take responsibility for everyday tasks. Choice mattered too: the arrangement of activities encouraged children to decide what to do. Together, these experiences gave independence a practical meaning, extending it beyond dressing to participation in the preschool's shared routines.

Daily photographs and updates connected parents with their child's day that month, and weekly stay-and-play sessions brought families into preschool activities. The improvement needed was more precise communication about what each child should learn next and how parents could help at home. A description of the day and a useful learning update serve different purposes.

School preparation in February 2025 included weekly transition afternoons for older children, visits to schools and visits from teachers. These offered familiarity with the next stage rather than an admissions entitlement. Healthy snacks were provided, with guidance for parents on lunch boxes; children also learnt about food choices and caring for their teeth.

Grey Village Hall is on Main Street, Sutton on the Forest, York YO61 1DP.

In February 2025, the preschool operated in term time, with session times of 8.30am to 4pm from Monday to Thursday and 8.30am to 1pm on Friday. The shorter Friday was a practical consideration for families arranging their working week.

Government-funded childcare was offered in February 2025, and the preschool received additional funding for disadvantaged children.

• Teaching challenge. In February 2025, adults sometimes missed opportunities to take play further, including in the mud kitchen. On a visit, ask how staff now build additional challenge into activities a child already enjoys.
• Learning updates. February 2025 brought daily updates and weekly stay-and-play sessions, but parents needed clearer next steps. Ask to see how an individual learning priority is explained and linked to an activity at home.

For families seeking a preschool experience centred on stories, conversation and growing independence, the February 2025 picture gives concrete reasons to consider Sutton on the Forest Preschool. Outdoor activity and structured school preparation add substance. The decision points are equally clear: extending learning during play and making individual next steps more useful to parents.