Wilford Village Playgroup

An old school building, outdoor space with step-free access and contact with Reception teachers give Wilford Village Playgroup a clear preschool character. Its setting within the grounds of South Wilford Endowed Church of England Primary School makes school life part of the surroundings, while separate rooms serve children aged two to four. There are 44 places in total.

At its September 2025 inspection, Ofsted rated the playgroup Good across all assessed areas and judged safeguarding effective. The strongest practical features are the key person system, outdoor access from both rooms and opportunities to become familiar with school activities. One improvement matters especially for families of quieter children: staff needed to involve less confident children more consistently in learning.

Morning, afternoon and full-day bookings serve different attendance needs during term time. The younger room has a shorter opening window on some days, an important distinction when planning a working week.

Rooms and Ages

Room 1 Caterpillars serves two- to three-year-olds, with activities planned around individual learning objectives, a dedicated alcove for nappy changing, toilets suited to younger children and step-free access to an outdoor area combining a soft play surface, grass and play equipment.

Room 2 Butterflies serves three- to four-year-olds, emphasising preparation for school and providing its own toilets with disabled access, alongside step-free access outdoors.

These arrangements give younger children facilities suited to care routines and older children an environment geared towards their next stage. The outdoor connection is useful in both rooms: access does not depend on negotiating steps, and the younger room combines different surfaces for play.

Learning and Activities

The EYFS (Early Years Foundation Stage) guides activities planned around each child's learning objectives, with play and observation helping staff decide what to introduce next. A key worker keeps developmental records, so planning can respond to an individual child's progress rather than treating the room as one uniform group.

In September 2025, sensory play brought together dough and natural materials, including cinnamon sticks, conkers and acorns. Staff talked with children about smell and texture, encouraging them to explain their creations and take turns in conversation. That gives language a practical purpose: children have something they want to describe.

Mathematics also came through play that month. Construction activities involved comparing heights and measuring what children had built, while staff introduced vocabulary for size and position. Counting and colour recognition were woven into activities rather than kept apart from them. The learning was concrete, with objects children could handle and compare.

Outdoor and Community Life

In September 2025, football play combined movement with listening: children waited for a spoken signal before kicking, then collected their balls and returned them to cones. The activity required attention as well as physical effort. It is a useful example of how an outdoor game can develop more than one skill.

The playgroup describes organised contact with South Wilford Primary School, including Reception teacher visits, invitations to Christmas and summer school plays, and use of the school's sports field. These experiences make aspects of school life familiar before children move on. Attendance does not guarantee a Reception place; families still apply through the local authority admissions process.

The Parent & Toddler Group runs on Friday mornings, giving adults and younger children an introduction to the playgroup through shared play. It offers a separate way for families to become familiar with the setting before preschool attendance.

Relationships and Communication

Each child has a key person responsible for developmental records, updates on progress and discussions with parents. That gives families a clear point of contact for learning and everyday concerns. Each room also has a supervisor, providing a defined structure around its staff team.

In September 2025, staff gathered information from families and other professionals before children started or changed rooms. They then used observations and knowledge of children's interests to shape activities. Familiar routines around eating, changing and sleep helped children understand the day, while reassurance supported settling.

Calm responses to disagreements were another feature that month. Staff modelled ways to handle small disputes, and children began using those strategies with one another. For parents, this is a concrete example of social learning taking place during ordinary play, rather than only in a planned activity.

Inclusion and Wellbeing

At the September 2025 inspection, Ofsted found that staff maintained targeted support for children with SEND through work with parents and external agencies, sought early help for emerging needs and supported good progress from children's starting points. Observations and conversations with families helped inform referrals, while additional funding was directed according to children's needs.

A SEND coordinator role forms part of the management team. In September 2025, the playgroup employed 10 childcare staff, nine of whom held early years qualifications at level 3 or above. Those are figures from that month, rather than a promise about staffing on any particular day.

The improvement priority deserves equal weight alongside the positive findings. In September 2025, quieter and less confident children sometimes received less encouragement to participate than children who were more independent and ready to speak. A child who hangs back may need a deliberate invitation into an activity, not simply the opportunity to join it.

Sessions and Attendance

Morning sessions run from 9am to noon, afternoon sessions from 12.15pm to 3.15pm, and full days from 9am to 3.15pm. Additional paid time can extend attendance before and after those sessions, from 8.45am to 9am and from 3.15pm to 3.30pm.

Opening hours differ by room. Caterpillars opens from 8.45am to noon on Monday, Wednesday and Friday, and from 8.45am to 3.30pm on Tuesday and Thursday. Butterflies opens from 8.45am to 3.30pm throughout Monday to Friday. The playgroup operates during term time, making its calendar as important as its daily hours for families organising care around work.

Getting There

The address is The Centre-Victorian Building, Main Road, Wilford Village, Nottingham, NG11 7AL. Enquiries can be made by telephone, email or contact form, with a target response within one working day during term time.

Funding and Paid Extras

Funded preschool places are offered for two-, three- and four-year-olds. Private morning, afternoon and full-day sessions are also offered, along with the additional time at either end of the day. Families should obtain a current written quotation for their chosen attendance pattern.

• Quieter children. The September 2025 improvement priority concerned drawing less confident children into activities. During a visit, ask how practitioners notice a child hanging back and help them participate.
• Different room hours. Caterpillars closes at noon on Monday, Wednesday and Friday, while Butterflies has longer opening hours on those days. Visits require an appointment; use one to discuss how the younger room's timetable fits your intended attendance.
• School contact and admissions. Reception teacher visits and invitations to school plays provide familiarity with school life. They do not guarantee admission, so families must still complete the local authority application process.
• The whole childcare bill. Paid sessions and extra time can sit alongside funded attendance. What would meals, snacks and non-food consumables cost under your proposed arrangement?

Wilford Village Playgroup suits families seeking term-time preschool with a choice of morning, afternoon or full-day attendance, especially those who value outdoor access and practical preparation for school. Caterpillars' shorter days need to fit the family timetable.

The September 2025 findings give substance to its care and learning: sensory conversation, mathematics through construction and targeted support all featured. The reservation is specific and useful. Families of children who are slow to join in should give the approach to quieter children close attention when choosing the setting.