Cherhill Preschool

Tyre steps, a rope-assisted climb and children working together to balance wooden blocks give Cherhill Preschool a practical, active character. In May 2026, outdoor challenges sat alongside drawing, stories and cooperative games. The emphasis was on doing things together, with physical confidence and friendships developing through ordinary play.

At its 7 May 2026 inspection, Ofsted awarded a Strong standard for behaviour, attitudes and establishing routines, Expected standard across the other assessed areas, and found safeguarding standards met. These are area judgements, rather than an overall grade. The clearest strength was how children treated one another; the improvement points concerned everyday independence and closer oversight of teaching.

Cherhill has 27 places in total, at Cherhill Primary School on Middle Lane. Children attending in May 2026 were aged 1 to 8; that is the age range at that visit. Term-time and full-time contracts sit alongside breakfast and after-school provision.

Learning and Activities

The EYFS provides the framework for learning through play, with conversation, movement and early number work threaded through the day. Cherhill combines activities chosen by children with adult-organised experiences, stories and snacks. Staff incorporate children's ideas into activities, giving their interests a part in what happens next.

PE takes place weekly, with activities adapted to let children try different movements. Music also runs weekly, led by an external provider and combining movement with musical exploration. These are concrete additions to the preschool day: children have recurring opportunities to move in different ways and respond to music.

In May 2026, language work included songs with actions, repeated story phrases and conversations about children's lives. During tap rap, children listened to rhythms and tapped along. Stories also prompted discussion of pictures, so listening involved responding and talking rather than simply sitting quietly.

Number work was similarly practical that month. Children counted toy cows before matching them to a numeral, while water play introduced words for how much a container held. Drawing, scooping and pouring provided practice in controlling hands and fingers. These experiences connected early mathematics and writing preparation to materials children could handle.

Outdoor and Community Life

In May 2026, the outdoor space offered a slope climbed with a rope, tyre steps and uneven ground. Staff explained how to tackle these obstacles, giving children opportunities to practise judgement alongside climbing and balance. Tricycles added another challenge: steering around the space while taking account of others.

Other outdoor choices that month included chalk work on slate, water play and ball games. This made outdoor time more than a break between indoor activities. There were opportunities for movement, mark-making and investigating quantities in the same part of the day.

Inside, cooperation was visible in small moments. In May 2026, children helped one another arrange wooden blocks, waited before knocking the construction down and enjoyed the result together. Sharing coloured pens provided another everyday opportunity to practise taking turns.

At the May 2026 inspection, Ofsted found that staff understood individual needs, identified developmental gaps and worked with parents and outside support; children with SEND, those learning English as an additional language and those facing other barriers made steady progress. This gives useful substance to the inclusion judgement: support involved observation, discussion and practical changes.

In May 2026, communication strategies included picture cards and lowering background noise. Staff also used targeted language activities and other ways of communicating. For children who found group participation difficult, additional funding bought resources intended to help them join in with peers.

Emotional support was attentive to small signals that month. When a child looked uncertain or uncomfortable, staff invited them away from the group discreetly. Small-group activities gave children needing extra social support another way to practise interacting, rather than expecting them to manage every situation in a larger group.

Parents contributed to decisions about children's next learning steps in May 2026, including where extra help was needed, and received ideas for continuing learning at home. Families were also invited to share cultural celebrations. These exchanges connected preschool learning with children's home lives.

Independence was less consistent. In May 2026, children managed toileting and preparations for outdoor play, but adults sometimes handed out food and drinks that children could have served themselves. The next steps also called for more teaching about how food affects growth, and more precise monitoring of teaching through staff supervision, including mathematics.

Sessions and Attendance

The address is Cherhill Primary School, Middle Lane, Cherhill, Calne, SN11 8XX. Opening hours run from 8am to 5.30pm, Monday to Friday, with term-time or full-time contracts.

Breakfast club runs from 8am to 9am and includes breakfast and time to play. After-school club runs from 3pm to 5.30pm, with indoor or outdoor activities and opportunities for homework. Both clubs serve preschool children and children attending Cherhill School, making this provision relevant to families coordinating childcare around a school day.

Lunch Club runs daily between noon and 1pm. Children can bring lunch from home or have a hot meal cooked at preschool for an additional charge, so families can choose between providing food and paying for lunch.

Funding and Paid Extras

Funded childcare includes 15 hours per week for up to 38 weeks for eligible three- and four-year-olds, starting in the term after their third birthday; some families qualify for an additional 15 hours. Funding is also accepted for eligible two-year-olds, and privately paid hours are offered. Current prices come in the preschool's written quotation.

Moving on to School

Cherhill occupies a purpose-built setting within the grounds of Cherhill C of E School. Sharing the school site does not guarantee a Reception place: families still apply through the local authority admissions process. The practical preparation seen in May 2026 included toileting, conversation, physical skills and taking turns, rather than an admissions advantage.

• Independence at snack time. In May 2026, adults sometimes completed tasks children could manage themselves. During a visit, ask how children now practise serving drinks and food, and learn about healthy eating.
• Development of teaching. The May 2026 next steps called for supervision to examine teaching more closely, including mathematics. Ask how staff observation and training now address this work.
• School-day coordination. Breakfast club starts at 8am and after-school club finishes at 5.30pm, with both serving preschool and Cherhill School children. Consider how those fixed windows fit your working day.

Cherhill suits families seeking term-time preschool attendance, breakfast club or after school club linked to the school day. Weekly PE and externally led music give the current offer clear recurring activities; the May 2026 picture adds practical outdoor challenges, cooperative play and attention to communication needs.

The balance is positive but specific. Behaviour and routines earned the strongest area judgement, while independence during everyday tasks and the monitoring of teaching needed further work. Families who value active play and social learning have concrete reasons to consider Cherhill, with those improvement points providing a useful focus for a visit.