Nic Nac Pre-School

In May 2025, children at Nic Nac Pre-School explored a bug hotel, read books in the garden and practised yoga, combining discovery with growing independence. At its May 2025 inspection, Ofsted rated the provision Outstanding and found safeguarding effective. The strongest detail lies in what children actually did: investigating insects, practising new vocabulary and taking responsibility for everyday tasks.

Nic Nac Pre-School has 44 places in total, at St. Nicolas C of E Primary School in Nuneaton. Children attending in May 2025 were aged two to four. That age range describes the children at that visit.

In May 2025, learning combined conversation, movement and hands-on investigation. The early years foundation stage provides the framework for children's learning, development and care; here, its everyday expression included play, stories, counting and practical tasks.

The bug hotel gave children insects to examine with magnifying glasses. Planting cress and sunflowers introduced growth, while crushing petals onto fabric encouraged children to describe colours and smells and predict changes. These were concrete starting points for conversation rather than isolated craft tasks.

The Very Hungry Caterpillar supported vocabulary work, with children recalling camouflage and acting out fluttering. Books about seeds and minibeasts connected reading with their investigations. Outdoors, wheelbarrows, tyres and opportunities to climb supplied physical challenges; yoga brought movement together with listening and counting breaths. Pencils, tweezers and scoops provided practice in controlling smaller movements.

At the May 2025 inspection, Ofsted found strong relationships with key people and effective SEND support, including target plans developed with external professionals such as speech and language therapists. This gives families a specific picture of how additional support worked at that point.

In May 2025, key people joined children for small-group activities, and parents met with that practitioner to discuss development and activities to try at home. Staff used questions and careful listening to extend children's explanations of their play.

Independence had practical expression. Children helped with daily responsibilities, changed clothes and managed their shoes after yoga. At the snack trolley, they selected fruit and filled their beakers using a tap. These small tasks provided opportunities to practise managing personal needs ahead of school.

The address is St. Nicolas C of E Primary School, Windermere Avenue, Nuneaton, CV11 6HJ.

In May 2025, the pre-school operated on weekdays during term time, with session times of 8.15am to 5.15pm. It provided funded early education for children aged two, three and four at that date. These are inspection-time arrangements.

Attendance at a nursery on a school site does not guarantee a Reception place; families still apply through the local authority admissions process.

• Term-time arrangements. The May 2025 operating pattern followed school terms. How would the current attendance arrangements fit your working week and holiday childcare needs?
• Building independence. In May 2025, children served themselves snacks and managed clothing. This emphasis suits families who value everyday opportunities for children to take responsibility.
• Additional support. The May 2025 findings describe individual targets developed with outside professionals. Families considering SEND provision can use that concrete model as a starting point for discussion.

Nic Nac Pre-School merits consideration from families drawn to practical exploration, language development and increasing independence. In May 2025, those priorities took shape through insect investigations, vocabulary work and everyday responsibilities. For parents seeking term-time provision, the dated attendance pattern is relevant, alongside the strong account of relationships and individual support.