Ludgershall Preschool

A home visit before starting, play that moves between indoors and outdoors, and parents involved in running the setting give Ludgershall Preschool a clear community character. Its purpose-built premises sit within Castle Primary grounds, while its voluntary management committee brings families into decisions about the preschool. This is care with a practical role for parents.

At its February 2023 inspection, Ofsted rated the preschool Outstanding across all assessed areas. That judgement is a dated assessment, rather than a description of today's staffing or daily practice. The current offer accepts children from two years until school age, with capacity for 62 children in total.

Morning, afternoon and full-day attendance are offered during school terms. For families comparing settings, the strongest practical combination is the gradual settling process, daily outdoor play and a choice of shorter sessions alongside the full preschool day.

Rooms and Ages

Blue Room and Green Room are the named rooms. The setting's overall age range starts at two years and continues to school age, so its offer centres on toddlers and preschool children. The premises opened in April 2010 following fundraising, donations and council grants. A purpose-built home gives this community preschool a permanent base within the primary school grounds.

Learning and Activities

The Early Years Foundation Stage guides learning: children develop communication, physical skills and relationships through play, alongside early experience of mathematics, literacy and creative expression. This is the shared early-years framework. Here, the practical arrangement combines children choosing resources with activities led by an adult, planned around observations of what children need next.

At least one adult-led activity takes place in each session. Small groups with a key person provide time with familiar adults and peers, while whole-group activities can include instruments, dancing, games or acting out stories. The rest of the session allows children to choose activities inside or outside. This gives the day structure while preserving substantial time for children's own interests.

In February 2023, children used discarded materials for construction linked to favourite stories, and staff introduced unfamiliar vocabulary through practical exploration. Comparing flowers gave children a reason to use new words. Learning was attached to something they could examine and discuss, rather than separated from their play.

Mathematics also appeared in ordinary decisions during February 2023. Children estimated the number of pots while planting seeds and used counters to choose a shared book, checking their estimates by counting. These examples show how number work could serve a real purpose: choosing, comparing and finding out. Older children planned ingredients for imaginary cakes in the mud kitchen, combining conversation with make-believe.

Outdoor and Community Life

Outdoor play happens in all weather, with children able to move between indoor and outdoor activities. Village outings sometimes include the shop; visitors include local firefighters, community police and people from the local church. These experiences connect play with familiar people and places beyond the preschool.

Weather-ready clothing matters here. Raincoats, wellies and layers are part of the practical preparation for colder days, while comfortable clothing that can get dirty suits the activities. Uniform is not required. The emphasis is on clothes children can play in, rather than a particular appearance.

Relationships and Communication

Settling follows a clear sequence: an appointment at the preschool, a home visit involving the manager and allocated key person, then a stay-and-play session with the child and parent. Further stay-and-play sessions can follow, depending on how the child manages separation. The pace adjusts to the child and family, so starting is a process rather than a single handover.

Each child has a key person. Small key-person groups also feature in the learning routine, giving that relationship a place in the ordinary day rather than limiting it to paperwork. Comforters can be brought during settling, which may help younger children retain something familiar while adjusting to the setting.

In February 2023, staff made time for daily conversations with parents and lent toys and books to support learning at home. They also helped children handle disagreements by finding ways to include others in play. The practical thread was consistent: adults supported both the child's relationships and the family's involvement.

Inclusion and Wellbeing

At the February 2023 inspection, Ofsted found safeguarding effective and reported rapid progress for children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. The current support structure includes a SENCO and deputy SENCO, giving parents defined roles to approach about developmental concerns.

Safeguarding arrangements include a lead role held by the manager and deputy lead roles, staff training, checks before recruitment and supervision of volunteers. Visitors sign in and are accompanied around the building.

In February 2023, staff training responded to children's needs, including mental health and autism support. An obstacle course was pitched to offer challenge while allowing children with different needs to complete it. Everyday independence also received attention: younger children practised putting on shoes, while older children poured drinks and dealt with spills. The useful detail is the combination of adult support and opportunities to do things themselves.

Health procedures are concrete. Parents are telephoned about head injuries, and accidents are documented for parents to sign at collection. Prescribed medication can be administered when it is in date, suitable for the child's current condition and labelled for that child. These arrangements make communication with home part of managing the child's day.

Sessions and Attendance

The address is Short Street, Ludgershall, Andover, SP11 9RB. Attendance runs for 38 weeks each year during school terms, across five days a week. Full Day Care runs from 9am to 3pm; the Morning Session is 9am to noon, and the Afternoon Session is noon to 3pm. These are separate attendance patterns, allowing families to choose a shorter session or the whole preschool day.

Return the Initial Enquiry Form by email or post. For later starts, children join the waiting list, with contact before their intended start date.

Funding and Paid Extras

Funded childcare is offered for eligible two-year-olds and for three- and four-year-olds, including working-parent entitlement where eligibility requirements are met. Delivery follows the preschool's term-time calendar. The preschool does not restrict funded hours to particular session times or add charges to those hours; eligibility and the child's booked attendance still matter.

Private hours can also be purchased, including hours beyond funded entitlement. Fees are paid monthly in advance, with bank transfer and Tax-Free Childcare accepted. Families should obtain a current written quotation for their planned sessions; the opening times and fees page sets out the attendance options.

Snacks are included without an additional charge, including for funded attendance, while families supply packed lunches. Children eat with adults, and individual dietary needs are taken into account.

Parents supply nappies and wipes when needed, plus a named sunscreen bottle for children attending all day during spring and summer. These arrangements also apply to the practical preparation for funded attendance. Spare clothes are requested for toilet training.

Moving on to School

The preschool occupies premises within Castle Primary grounds. Attending preschool does not guarantee a Reception place: families still use the local authority admissions process. The shared location should therefore be considered separately from a school-place application.

• School-term calendar. Attendance covers 38 weeks and finishes at 3pm. Families needing care through school holidays or later afternoons will need to plan around those boundaries.
• A gradual start. Home visits and stay-and-play sessions form part of settling, with extra sessions where needed. At a visit, discuss how this sequence would fit your child and your own schedule.
• Outdoor preparation and daily supplies. All-weather play calls for suitable clothing; packed lunches, nappies, wipes and seasonal sunscreen come from home. Families managing allergies should discuss their child's dietary needs and current snack arrangements.
• Parent involvement. A voluntary committee helps run the preschool and meets once a term, with joining by Zoom possible. This may appeal to parents who want an active role in decisions as well as contact with practitioners.

Ludgershall Preschool suits families seeking term-time morning or afternoon sessions as well as those choosing a full preschool day. Its appeal rests on specific arrangements: a home visit involving the key person, a settling pace that can extend, substantial outdoor play and parent participation in management.