Lydiard Millicent Pre-school

Dinosaur footprints in concrete became the starting point for an extended learning topic at Lydiard Millicent Pre-school in March 2025. Staff followed the children's curiosity with books, imagined sightings through the fence and eggs appearing in sand. That small example captures the appeal: children's interests gave learning its direction, rather than simply supplying a passing activity.

Ofsted rated the pre-school Good on 19 March 2025 and judged its safeguarding arrangements effective. The setting has capacity for 29 children and provides care for children aged two and a half to five. It is a charity run by a committee, based at Lydiard Millicent Primary School in Swindon.

Term-time opening and an onsite After School Club give families a daytime offer with later care for older children. The important qualification concerns inclusion: the March 2025 findings called for more consistent help so every child could participate and feel recognised.

Learning and Activities

The early years foundation stage sets the framework for children's learning, development and care. Here, learning through play gives children opportunities to explore and develop their interests; the framework is the foundation, rather than an extra programme.

In March 2025, books supported language throughout the day. Children looked at them independently and alongside adults, using pictures in wordless books to invent stories and encounter new vocabulary. This gives a concrete picture of early literacy: conversation and storytelling came before formal reading and writing.

Science also had a recurring place in the week that March. Each Friday brought an experiment whose results children could follow over subsequent days, including watching vegetable tops placed in water for signs of growth. Caterpillars offered another opportunity to observe change and discuss life cycles. These experiences made scientific ideas something children could watch unfolding.

The dinosaur topic showed how staff sustained an interest across days and weeks. Books connected the imagined discoveries to further discussion, while new prompts kept the topic moving. For a child absorbed by a particular subject, that approach creates several ways to join in: talking, looking at books and exploring materials.

Outdoor and Community Life

In March 2025, a tyre obstacle course provided a physical challenge and a chance for children to help one another. Children offered their hands to friends negotiating the tyres. Outdoor activity therefore included cooperation as well as movement.

The pre-school belongs to the Early Years Alliance (EYA) and receives support from The Wiltshire Early Years Development and Childcare Partnership (WEYDCP). Its committee structure gives it a community organisation model, distinct from a purely commercial childcare service.

Relationships were a clear part of daily life in March 2025. Children had close connections with their key person, and staff drew on their knowledge of individual interests when planning activities. When play caused friction, adults helped children recognise another child's feelings and find a practical solution, such as moving car play away from a building activity.

Communication that March included regular messages and meetings with parents. Families received information about their child's development and ideas for supporting learning at home. Staff also helped parents access outside professionals, connecting everyday conversations with further support when needed.

At its March 2025 inspection, Ofsted found that children with special educational needs and/or disabilities generally received useful support in smaller groups, but could become less involved in larger groups; it also identified scope to make home languages and children's cultures a fuller part of everyday learning. This is the central point to weigh alongside the positive relationships. A child who benefits from individual prompting needs that support to continue when the group grows.

Work with local school teachers helps children become familiar with a school setting and supports their move from pre-school. Familiarity can ease a change of environment, but it does not determine a school's admissions decision.

Sessions and Attendance

Opening hours are 8.40am to 2.40pm, Monday to Friday, during term time. The onsite After School Club provides care until 4pm, 5pm or 6pm for children aged three and over. Families can therefore consider the daytime offer or combine it with later care once their child meets the club's age condition.

The address is Lydiard Millicent Primary School, The Butts, Lydiard Millicent, Swindon, SN5 3LR. Enquiries can be made through the contact form, by telephone or by email.

Funding and Paid Extras

Funded early education is offered, with information covering universal 15-hour childcare for three- and four-year-olds and eligibility for extended 30-hour funding. Eligibility conditions apply to the extended entitlement. Sessions outside government funding are paid for privately, and current prices come in the pre-school's written quotation.

Snacks are supported by a separately invoiced voluntary consumables payment, including for funded places; they are not treated as included within funding. The fees and funding page sets out the distinction between funded sessions, private sessions and that voluntary payment.

Moving on to School

The pre-school describes close working with the local school, including collaboration with teachers on transition. Attendance does not guarantee a Reception place at Lydiard Millicent Primary School. Families still use the local authority admissions process.

• Support during larger activities. In March 2025, some children needing additional support became less involved in larger groups. During a visit, discuss how staff keep your child participating across different group arrangements.
• Term-time care and club age. Daytime opening follows school terms, while the After School Club is for children aged three and over. These conditions matter if you need holiday care or later care for a younger child.
• A visit with your child. Showarounds welcome children as well as parents. Use that opportunity to discuss how the key-person relationship will begin and what settling will involve for your child.

Lydiard Millicent Pre-school suits families seeking term-time daytime care, including those who want to add an After School Club for a child aged three or over. Its March 2025 examples give substance to the learning offer: wordless books encouraged conversation, experiments continued beyond a single activity, and children's dinosaur interests shaped an extended topic.

The decision should also account for the inclusion finding. Warm relationships and individual knowledge are valuable, but children needing extra help must remain involved during larger activities too. For families comfortable with the term-time calendar, this is a Good-rated pre-school with clear examples of responsive learning and a practical school-transition link.