St Michael's Pre-School

Two gardens, a strong emphasis on communication and learning resources that children can borrow for home give St Michael's Pre-School its character. This Stanground setting combines outdoor play with practical ways for parents to take part in their child's learning. Its parent committee also gives families a role in how the preschool runs.

Ofsted rated St Michael's Outstanding at its inspection on 29 June 2021. The preschool has 26 places in total and accepts children from 2 years to 4 years 11 months. Morning, afternoon and all-day sessions run during term time, making this a setting for families whose childcare needs fit the school calendar.

Learning and Activities

Communication runs through the day. St Michael's follows the EYFS (Early Years Foundation Stage), the framework for children's learning and development through play, relationships and everyday experiences. Practitioners observe what interests each child and use Development matters, assessment guidance, to plan their next steps. The practical emphasis is on building from what a child already understands rather than expecting everyone to learn in the same way.

Every Child A Talker (ECAT) adds an early-language programme, with trained practitioners using children's interests to encourage conversation, extend vocabulary and develop sentences. This gives language learning a place within ordinary play. Makaton signs, used to support communication, are also part of preschool practice; staff learn further signs in response to children's needs.

A circular xylophone signals group time, when hello and sound songs bring children together. Body percussion accompanies the sound song, giving children ways to join in through movement as well as speech. These gatherings sit between periods of freely chosen play, so the day combines shared routines with time to pursue individual interests.

Songs and stories connect preschool and home. Six songs are selected for each half term, with the words sent to families, while story themes change across the year. Early phonics work involves listening to sounds and exploring rhyme and rhythm. For parents, that offers a practical starting point for sharing language activities rather than rushing straight into formal reading.

Outdoor and Community Life

The smaller garden contains a sandpit, water table, playhouse and outdoor reading area. A larger grassed garden has a sensory area and a small obstacle course, alongside space for growing vegetables, fruit and flowers. The contrast matters: outdoor time can involve quiet books, imaginative play, movement or planting.

Children can move between indoor and outdoor play. That makes the gardens part of the learning day rather than simply a separate break from it, and gives children different ways to explore the same interests.

Relationships and Communication

Settling is planned with parents. Home visits provide an opportunity to discuss a child's interests and needs, and parents can stay for settling sessions before their child starts. A favourite toy can accompany a child who needs that reassurance. The key person spends time helping the child build familiarity and a sense of belonging, with the settling pace adjusted through discussion with the family.

Tapestry, used to share children's experiences and development, and home diaries provide communication in both directions. Parents contribute information about learning, interests and habits at home; practitioners share the child's preschool day. The two-year progress check takes place between 24 and 36 months and is shared with local health visitors, connecting preschool observations with the child's wider development.

Home learning bags extend that relationship beyond updates. Families can borrow resources including Gruffalo, The Hungry Caterpillar and Maths Big and Small bags for use at home. Home reading books and free workshops offer further ways to participate. The value lies in having something concrete to share with a child, rather than being left with a general instruction to support learning.

Inclusion and Wellbeing

Support for special educational needs has a defined process. Practitioners observe the child, discuss concerns with parents and use assessment tools before agreeing support targets. Those targets are reviewed with families every 6 to 8 weeks. Advice from the area SENCO inclusion team and referrals for further help sit alongside this process, giving parents identifiable stages for discussing progress and next steps.

For children learning English alongside a home language, staff encourage that home language and use gestures, visual clues and simple spoken English. This gives families a clear account of the communication methods used, rather than a broad promise about inclusion.

St Michael's has also completed training in trauma response practice, including a two-year course with a research project and learning about emotion coaching. That is a concrete addition to staff development. It provides a useful subject for discussion about how practitioners respond when a child is distressed.

Children do not need to be potty trained before attending. Families supply spare clothes and, where needed, nappies, wipes and nappy bags, allowing toilet learning to continue alongside preschool attendance.

Sessions and Attendance

The address is Mace Road, Stanground, Peterborough, PE2 8RQ. Sessions run Monday to Friday: mornings from 8.30am to 11.30am, afternoons from noon to 3pm, and all-day care from 8.30am to 3pm. Attendance is term-time only, so school-holiday childcare needs separate planning.

The preschool is a committee-run charity, with parent volunteers contributing to fundraising and decisions. This offers a route for families who want an active role beyond their own child's attendance.

Funding and Paid Extras

St Michael's accepts funding for eligible two-, three- and four-year-olds, including 15-hour entitlement and 30-hour funding. Additional private hours can be purchased, and session fees are paid in advance, weekly, monthly or termly. Current prices come in the preschool's written quotation.

Snacks are free, while children attending all day bring a packed lunch; milk and water are provided, and the packed-lunch policy excludes peanuts because of allergies. Families provide nappies and wipes, plus special sun cream where needed, with no separate consumables charge.

Additional services such as trips and fundraising are voluntary, with details supplied for the particular activity. Families can decline specific extras. This separates the funded hours and additional childcare from decisions about those activities.

• Term-time timetable. All-day care ends at 3pm, and the preschool closes for school holidays. These boundaries need to fit your working day and holiday arrangements.
• Settling and communication. Parents can attend settling sessions, and Tapestry and home diaries connect home with preschool. On a visit, discuss how these would work for your child's starting routine.
• Packed lunches and allergies. All-day children bring lunch, and peanuts are excluded under the packed-lunch policy. Families managing allergies should confirm current food-handling arrangements.
• Parent involvement. The charity relies on its parent committee. Consider whether helping with decisions or fundraising is something you would enjoy alongside your child's attendance.

St Michael's suits families seeking morning or afternoon sessions as well as an all-day preschool place during term time. Its strongest practical attractions are the contrasting gardens, everyday language work and borrowable home learning resources. Parents have clear ways to contribute, both to learning and to the setting's organisation.

The timetable is the deciding constraint: a 3pm finish and school-holiday closures require a compatible family routine. For families who can make that work, the combination of play, communication and parent participation gives this preschool a clear identity.