Stanford In The Vale Pre-School

Dinosaur models trapped in ice, sand timers for sharing toys and a balancing beam built together: the strongest picture of Stanford In The Vale Pre-School is of children solving problems with their hands and with each other. These examples come from February 2024. They give substance to the pre-school's educational character, rather than leaving parents with a grade alone.

At its February 2024 inspection, Ofsted rated the provision Outstanding, found that children advanced quickly in their learning and judged safeguarding effective. The pre-school has capacity for 30 children. Its Recreation Ground address is in Huntersfield, Stanford in the Vale, near Faringdon, SN7 8LX. Children attending in February 2024 were aged two to four; that age range describes the inspection group.

Community participation also matters here. The committee meets six times a year and invites parents to take on roles of different sizes. For families who want to contribute to the running of their child's setting, that is a concrete route into its organisation.

In February 2024, activities combined choice with a clear teaching purpose. Children worked out how to release dinosaur figures from ice, exchanged possible solutions and handled hammers safely. The task brought conversation, persistence and physical coordination into the same piece of play. It also gave children a problem worth staying with.

The early years foundation stage is the framework for children's learning, development and care. Here, the February 2024 examples show how that can translate into practical experiences: cooperating on a balancing beam, talking through a challenge and listening to instructions. Learning was woven into what children were doing, with adults clear about what they wanted each activity to teach.

Books were another part of that February 2024 day. Adults read to every child daily, extended vocabulary through conversation and sent books and learning resources home. That made reading a shared experience within the setting and gave families something tangible to continue together outside it.

Physical activity involved more than running about. In February 2024, children tackled an obstacle course with changing heights and surfaces, practising balance and judging manageable risks. Adults also encouraged standing during dough activities to develop strength through ordinary play. Outdoor access contributed to that emphasis on movement.

In February 2024, home visits formed part of settling in, helping staff understand each child's individual needs. Children formed close relationships with adults and approached them readily for help and company. For a parent thinking about separation, the useful detail is that settling included time to understand the child in their home setting.

At the February 2024 inspection, Ofsted found that children needing additional help received highly effective support, including visual schedules, picture prompts and adults positioning themselves where children could clearly see their faces. Those are concrete communication methods, rather than a broad promise of inclusion.

In February 2024, staff exchanged information with professionals and other settings children attended. Support therefore extended across the people involved in a child's care. Extra funding was also used for yoga sessions supporting physical and emotional wellbeing, linking a funding decision to a specific experience for children.

Independence was practised in small, useful steps. In February 2024, children arranged their own snack, choosing tableware and food, while sand timers helped them take turns with toys. Staff modelled considerate speech and behaviour. Lunches were supplemented with healthy additions, including salad items.

The pre-school is at Recreation Ground in Huntersfield, in the village of Stanford in the Vale, near Faringdon. The postcode is SN7 8LX. Enrolment enquiries can be sent to enrolment@stanfordpreschool.org.uk, and the telephone number is 01367 718696.

In February 2024, opening hours were 9am to 3pm on weekdays, during term time. These are dated operating hours, rather than a description of separate morning, afternoon or full-day booking packages. For parents planning work and childcare together, the term-time calendar is the practical point to explore alongside the daily window.

In February 2024, the pre-school received early-education funding for children aged two, three and four. That establishes its participation at that time. Families weighing funded attendance against paid childcare will need the attendance pattern and charge structure to work together, not simply the number of hours they hope to use.

• Attendance and costs. The February 2024 opening pattern was a term-time weekday window. What attendance patterns and funded arrangements apply now, and how are meals and consumables handled within the written quotation?
• A role in running the setting. The committee meets six times annually and welcomes both smaller and larger contributions. Consider whether involvement in its organisation is something your family would enjoy.
• Learning through practical challenges. February 2024 activities included safely using hammers to free ice-bound dinosaurs and negotiating turns with sand timers. These examples suit parents who value hands-on problem-solving and growing independence.

Stanford In The Vale Pre-School suits families who value practical learning, supported communication and opportunities to contribute to the setting's organisation. Its February 2024 examples are persuasive because they show what children actually did: solve a shared problem, organise a snack and tackle physical challenges. The Outstanding judgement gives those observations an important context. The dated term-time operating pattern is equally relevant to a family's decision, alongside the educational appeal.