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Nursery at Reddam House Berkshire
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Sleeping pods, woodland walks and a light box for making pom-pom trees give Reddam House Berkshire’s Early Learning School a distinctive daily texture. This is the school’s nursery provision in Wokingham, with its own building near the main school. Funded places are offered for children aged three months to four years; at the December 2025 visit, children attending were eleven months to four years old, and the registered capacity was 167 places.
The separately registered setting received an ISI early-years inspection on 2 to 3 December 2025: safeguarding was met, with Strong standard judgements across the other six assessed areas. These are judgements about the early-years setting, rather than an overall grade for the school.
Learning mixes movement, conversation and practical exploration. Within the Early Years Foundation Stage (EYFS), children develop early number skills by sorting and counting during play, while stories and singing give them repeated opportunities to hear and use language. Staff shape activities around each child’s interests and next learning steps. For babies, sensory experiences, signs and visual prompts support the move from babbling towards words.
A light box becomes a place to combine skills: older children have used tweezers to arrange pom poms into a tree while counting in French. The task brings finger control, number work and conversation together. There is room to revisit activities, giving children time to consolidate what they learn.
Outside, spaces are designed for different developmental stages. Climbing, jumping and balancing develop coordination; logs and puddles become practical opportunities to test movement. Woodland and grounds exploration adds nature to the day. Children also practise getting their coats and wellies on for daily walks, making independence part of the routine.
Changes between activities. In December 2025, transitions worked less consistently across the age groups, leaving some children unsure what to do next. Staff intervened promptly, but clearer arrangements were the setting’s recommended next step. This matters for children who rely on predictable routines.
A key-person system connects care with family communication. Familiar toys or an absorbing activity help children settle into the day, while an online journal and conversations with parents keep information moving between home and nursery. Babies’ feeding and sleeping patterns are coordinated with home routines. Sleeping pods provide a recognisable place to rest, with music signalling sleep time.
Mealtimes are sociable learning opportunities, with discussion about food origins, healthy choices and hygiene. Children practise handling their own plates and cutlery. The 2026–27 fee booklet includes snacks, meals, nappies and milk within paid fees; formula is supplied until twelve months, and families may supply their preferred formula, wipes or nappies instead of the setting’s brands. Funded bookings have a separate position on meals and consumables, explained below.
For children with SEND, staff draw on speech and language therapists and the local authority SEND team, incorporating advice into daily activities. Equipment and learning experiences are adapted to individual needs. Individual support and access. Admission depends on the school being able to meet a child’s needs, and its SEND policy identifies wheelchair-access restrictions. Families should discuss their child’s requirements before applying.
Nursery attendance does not guarantee a Reception place. The school describes a visit with parents and an informal meeting with the Head of Junior School before a place is offered. Contact admissions to confirm how your nursery child is considered for Reception.
Preparation for school is a different question from admission. By December 2025, children were developing independence, persistence and the ability to combine skills in their play. Those habits support the next stage of learning; they do not secure a place.
For 2026–27, School Day bookings run from 08:30 to 16:00, with Extended Day bookings from 08:00 to 18:00. Opening is Monday to Friday over 51 weeks, excluding public holidays, Christmas closure and two inset days. Minimum attendance is two days without funding, or three days with funding; Stage 4 children also require three days.
Funded provision includes eligible entitlement patterns of 15 or 30 hours over 38 weeks. Stretching is offered for children attending Monday to Friday, 08:00–18:00, throughout the academic year. Meals, consumables and enrichment sit outside funded hours. Ask the school for current charges and booking terms, including the Extended Week commitment and late collection charges.
Enquiries can start through the online enquiry form, and personalised tours can be booked. Uniform applies from Stage 4.
The School Day runs from 08:30 to 16:00; the Extended Day runs from 08:00 to 18:00. Ad hoc days are subject to availability.
No. Reception has its own admissions process through the school, with a parent-and-child visit and an informal meeting before an offer.
The key-person system supports familiar routines, and staff coordinate feeding and sleeping with home. Babies have sleeping pods, with music used as a sleep cue.
The 2026–27 booklet lists 15-hour and 30-hour entitlements over 38 weeks. Stretching is offered for full-time attendance throughout the academic year. Meals, consumables and enrichment are outside funded hours.
It operates for 51 weeks, Monday to Friday, with public holidays, Christmas closure and two inset days excluded.
