Streatley Hill Pre-school

Woods beside the garden, stories brought in by Goring Library volunteers and children of different ages playing together give Streatley Hill Pre-school its character. This is a preschool with strong village connections, where outdoor exploration and everyday independence sit alongside preparation for school. The setting occupies the grounds of Streatley Primary School at The Coombe in Streatley, Reading, RG8 9QL.

At its 19 March 2025 inspection, Ofsted rated the preschool Outstanding and found safeguarding effective. The detail behind that judgement is persuasive: children explored how birds build nests, chose stories together and practised doing things for themselves. Those examples show learning woven through ordinary experiences rather than confined to a formal activity.

Children aged two to five are accepted, with entry beginning in the term following their second birthday. Sessions accommodate up to 20 children, mixing ages for much of the day before shorter, age-appropriate group activities. Term-time attendance includes morning and afternoon sessions, making this a setting to consider for families seeking a preschool pattern around the school year.

Learning and Activities

Mixed-age play is the starting point. Short periods in Key Groups provide age-appropriate activities alongside the shared play.

The EYFS, or Early Years Foundation Stage, connects learning through play with children's communication, physical development and relationships, alongside early literacy, mathematics and exploration of the world. Here, counting can happen while preparing snack, measuring through water play and language through cooking instructions or imaginative play. These are concrete ways of turning the framework into a child's day.

Letters and Sounds supplies phonics activities, giving early reading preparation a named structure. Story sacks, repeated refrains and a book corner provide other routes into language. Children can experiment with making marks during activities they choose themselves, so interest in writing develops alongside play rather than depending solely on an adult-led exercise.

In March 2025, children voted for stories using counters, giving them a say in circle time. Reading also took place in the garden, individually and in groups.

The open-plan interior contains puzzles, dressing-up clothes, paints and playdoh. Photo-labelled storage helps children choose and tidy independently. Staff notes and photographs of play inform subsequent activities.

Outdoor and Community Life

A play fort, sand and water tables, bikes, scooters and trikes extend play into the garden. Children move freely between indoors and outdoors, wearing coats and boots in cold or wet weather.

Regular exploration extends into the adjoining woods, reached through a locked gate on the school drive. In March 2025, children made bird nests there and later recreated the activity back at preschool, explaining what birds needed. The value lies in that connection: a woodland experience became something children could remember, discuss and develop in their play.

Goring Library volunteers visit to read stories, while afternoon activities can include cookery, phonics, woodland walks and visits to a nearby care home. These are possibilities within the afternoon format, rather than a fixed daily checklist. Family members and childminders are also invited to read at the end of morning or afternoon sessions, bringing familiar adults into shared story time.

In March 2025, children used the neighbouring school's track for daily exercise and took part in local litter picking. Community involvement thus included both using shared facilities and helping care for the surrounding area. The current preschool day also includes a daily mile alongside primary-school children.

Relationships and Communication

Each child's key person plans activities and records progress, linking observations to future learning and giving parents a contact for discussing development.

Tapestry holds children's learning journals online, allowing parents to view observations through its app and contribute their own comments or examples from home. Weekly home links explain the following week's theme and give families ideas for supporting it at home. The practical benefit is continuity between preschool and home, with parents able to contribute information as well as receive it.

Termly parents' evenings cover development with the key person. Daily communication, a session whiteboard and regular emails provide interim updates; longer or private discussions require an appointment.

A parent buddy system supports families joining the preschool: an existing parent makes contact, introduces other parents and answers queries. This complements staff communication with a family connection. Parents can also become involved through the voluntary committee or fundraising, with the committee contributing to policy, staffing, maintenance and finances.

Inclusion and Wellbeing

At the March 2025 inspection, Ofsted found that support tailored to children's needs contributed to exceptional progress, including routines using a bell and timer to prepare children for changes. That is useful detail for parents whose child finds transitions difficult: the support involved a concrete adjustment to the day.

A SENCO role sits within the staff structure, alongside designated safeguarding lead and deputy roles. The preschool also works with Health Visitors and Speech Therapists. These are mechanisms for discussing and coordinating support, rather than a blanket promise about what any individual child will receive.

Snack arrangements differ by age: older children choose when to sit down during the snack period, while younger children eat together with adult support. Children bring a packed lunch from home; lunch runs from noon to 1pm. In March 2025, children practised serving snacks with tongs and pouring drinks, turning mealtimes into opportunities to develop practical independence.

Sessions and Attendance

Morning sessions run from 9am to noon, Monday to Friday. Afternoon sessions run from 1pm to 3pm, Monday to Thursday, with a separately booked lunch period between noon and 1pm. The preschool operates during term time and closes for school holidays, so its attendance pattern needs to fit the family's arrangements across the year.

Entry starts in the term after a child's second birthday. Registration uses a form, and enquiries can be made by telephone on 01491 875247. Fees are invoiced half-termly in advance; missed attendance does not attract a refund, although parents may exchange unwanted sessions at the lead teacher's discretion. Leaving requires written notice of half a term, with fees payable instead if that notice is not given.

Funding and Paid Extras

Funded childcare covers eligible claims for 15 or 30 hours per week, subject to government and Local Authority provisions, within the term-time offer. Parents complete a claim form at the start of each term, and the preschool claims through West Berkshire Council. Additional private hours are charged separately, giving families a way to combine funding with paid attendance.

A voluntary contribution is requested for funded hours, alongside a separate voluntary contribution each term. Current prices come in the preschool's written quotation. Packed lunches remain the parents' responsibility. Confidential discussion with the treasurer is offered where families have difficulty meeting fees.

Getting There

Access is through the main school entrance, and cars must remain outside the school grounds. Parking is on surrounding roads, with consideration requested for neighbours; this is a practical constraint for families combining preschool with other journeys.

School preparation includes visits to Streatley Primary School's classroom and outdoor area, alongside visits from its Foundation Class. Sharing the grounds can build familiarity, but preschool attendance has no bearing on securing a Reception place.

• Mixed ages, with smaller Key Groups. Sessions can include up to 20 children, with ages mixed for much of the day. The combination of shared play and age-appropriate activities makes the mixed-age model an important choice for families.
• Term-time attendance and Friday planning. Morning and afternoon sessions provide different attendance choices, while school holidays require another arrangement. During a visit, discuss the intended Friday pattern alongside your child's Key Groups activities.
• Funding, contributions and notice. Funded hours carry a requested voluntary contribution, and a further termly voluntary contribution is sought. Compare the written quotation with your intended sessions and allow for the half-term notice requirement.
• School familiarity and family involvement. Classroom visits support preparation for Streatley Primary School, but attendance brings no admissions advantage. The voluntary committee and fundraising also make this a setting where parents can take an active role.

Streatley Hill Pre-school suits families seeking term-time morning or afternoon sessions, mixed-age play and regular contact with the outdoors. The garden, adjoining woods and school connections give children several settings in which to explore, practise independence and become familiar with school life.

The March 2025 Outstanding judgement adds weight. Families comfortable with mixed-age play, school-holiday closures and opportunities for parent involvement have good reasons to consider this village preschool.