Glitter Bugs Pre-School

Child-chosen play, early listening skills and a parent fundraising group give Glitter Bugs Pre-School its character. Based at Redhouse Community Centre in Swindon, this packaway setting has capacity for 24 children and accepts starters from two years and six months. Its community-centre base and term-time calendar make it a practical choice for families seeking preschool care organised around the school year.

At its May 2023 inspection, Ofsted rated Glitter Bugs Good, found safeguarding effective and recognised the assessment and support provided for children with special educational needs and disabilities. That judgement is dated: it describes the provision inspected then.

Today, attendance spans mornings, afternoons and full days, with a minimum booking of two sessions on separate days. Phase one phonics develops listening and speech-sound awareness, while FROGS, the parent, family and staff fundraising group, helps pay for resources and annual celebrations.

Learning and Activities

The Early Years Foundation Stage provides the learning and care framework here, with play used to develop language, physical skills, relationships and early understanding of the world. It is the common foundation for early-years provision. Glitter Bugs combines activities planned by adults with play chosen by children, allowing interests to shape what they explore.

Phase one phonics adds a clear emphasis on attention, listening and speech sounds before formal reading and writing work at primary school. The practical value is the sequence: children work on hearing and communicating before moving into more formal phonics. The curriculum page explains that emphasis.

In May 2023, hands-on activities included threading, mark-making, gravel digging and making play dough. These gave children different ways to exercise their hands rather than relying on pencil work alone. A number activity involved finding coins in a sand tray and examining and counting them, connecting mathematical ideas with something children could handle.

The same visit identified two teaching priorities: quieter children needed more invitations to join conversations, including those learning English as an additional language, and adults sometimes answered questions before children had enough thinking time. Both matter to families evaluating language support. Participation needs an invitation, and a question needs space for an answer.

Outdoor and Community Life

In May 2023, children chose activities across indoor and outdoor spaces. A wooden climbing frame with a pole offered a physical challenge, while adults helped children consider how their behaviour affected others. Children also brought objects and photographs from home to explain their cultural backgrounds, linking family experience with learning about the wider world.

FROGS gives parents and relatives a practical part in preschool life alongside staff. Fundraising supports book bags, gifts at Christmas and graduation, and an entertainer for the annual end-of-year party; it also buys toys and equipment for use inside and outdoors. Families who enjoy helping organise events have a defined route to contribute.

Relationships and Communication

Settling begins with information about the individual child. A welcome pack and an all about me booklet help staff understand interests, family culture, strengths and challenges, while conversations before a child starts help plan additional support. This gives parents a way to explain what matters at home before staff begin shaping the child's preschool experience.

Each child has a key person who shares information with parents and discusses concerns about development. An annual stay & play open morning brings prospective starters and their families together and gives existing children a chance to share preschool experiences with their carers. Ideas for supporting learning at home are shared regularly, extending the conversation beyond collection time.

In May 2023, parents' meetings covered development and ways to help at home, and staff sent home books about emotions. At that inspection, Ofsted identified the manager's role as special educational needs coordinator, with regular reviews used to identify developmental gaps and plan support. This describes the arrangements at that visit rather than a current staffing promise.

Inclusion and Wellbeing

For children learning English alongside another language, staff model words while playing beside them and describe what is happening. Picture cards illustrate the session routine and help children express feelings; story and song props give spoken words a visible reference. Where needed, families supply key words used at home so staff can understand a child's needs and emotions.

Parents are encouraged to continue using their strongest home language with their child. The emphasis on meaningful words, pictures and actions offers several ways to communicate before a child is ready to speak confidently in English.

Current safeguarding arrangements include a designated lead and deputy, child-protection training and paediatric first-aid training for staff. In May 2023, the preschool employed four staff, three with relevant childcare qualifications at level 3. These are staffing figures from that date, rather than a description of today's deployment.

Sessions and Attendance

Glitter Bugs operates Monday to Friday for 38 weeks a year, during term time. Children can start from two years and six months, and attendance must cover at least two sessions on two separate days. That minimum matters even for families choosing short sessions.

Monday to Thursday mornings can start at 8.15am or 8.45am and finish at 11.45am, or include lunch time and finish at 1.45pm. Afternoon choices are 11.45am to 2.45pm and 12.30pm to 3.30pm. Full days combine an 8.15am or 8.45am start with a 2.45pm or 3.30pm finish, including the Extended day option from 8.15am to 3.30pm.

Friday has a different pattern. Morning sessions begin at 8.15am or 8.45am and end at 11.45am; the corresponding morning-with-lunch options finish at 12.45pm. Those earlier Friday finishes affect how the sessions fit a family's weekly routine.

Getting There

The address is Redhouse Community Centre, Frankel Avenue, Swindon, SN25 2NJ. Registration involves completing a form and returning it by email; general enquiries can be sent through an online form.

Funding and Paid Extras

Glitter Bugs accepts 2 year old funding for families receiving additional support, up to 15 hours per week; Working Families Funding, up to 30 hours per week; and Universal Government Funding for all 3 & 4 year olds, up to 15 hours per week. Universal Government Funding starts the term after a child's third birthday. The setting runs during term time, and funding may be shared with another provider. Families are responsible for establishing eligibility; if funding is not granted, session fees apply.

A morning snack is charged separately, including for families using funding, with the option to decline it and send a healthy snack instead; voluntary payment requests apply to families receiving certain benefits. Invoices are issued at the start of each term, and payment plans can be arranged on request. Current prices come in the preschool's written quotation; the fees and funding page explains the charge structure.

• Friday finishes earlier. Friday choices end at either 11.45am or 12.45pm, while Monday to Thursday include afternoon and full-day patterns. Compare the whole week with your childcare needs, rather than choosing a pattern from one day.
• Conversation and thinking time. The May 2023 improvement priorities concerned drawing quieter children into discussion and allowing longer responses to questions. On a visit, ask how staff put those priorities into practice, especially if your child is hesitant to speak or is learning English.
• Lunch arrangements. Several sessions include lunch time, and the morning snack has a separate charge with a bring-your-own option. Ask what your child needs for lunch when choosing one of those longer sessions.

Glitter Bugs suits families seeking term-time mornings, afternoon sessions or full days from Monday to Thursday, with shorter Friday arrangements. Phase one phonics gives early language work a clear purpose, while key-person communication and the family information gathered before starting make parental input part of the routine.

The Good judgement from May 2023 provides a useful quality reference, alongside specific teaching improvement priorities. The strongest reasons to choose it are its varied session patterns, practical language support and opportunities for families to contribute through FROGS. Friday hours and the term-time calendar are the decisive practical considerations.