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Pre-school in Tilehurst, Reading

Confidence, curiosity and school-readiness.

A lively, thoughtful pre-school experience where children communicate, collaborate, problem-solve and grow steadily toward their next chapter.

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Pre-school classroom with book corner and ICT area

AgeAround 3–5 years

RoomsYellow Room and Blue Room

Learning focusCommunication, independence, early literacy, mathematics and wider EYFS learning

TransitionStories, routines, family partnership and school-transition support

A day in Pre-School

A familiar rhythm, with room to follow the child.

Early years days are not rigid timetables. The sequence below shows the kinds of experiences that create continuity while leaving space for children’s interests, needs and energy.

Arrive & choose

Children settle into familiar routines and make purposeful choices about where to begin.

Investigate & create

Open-ended play, construction, early science, mark-making, number and creative experiences build knowledge through active involvement.

Talk & collaborate

Stories, conversation, role play and group experiences develop oracy, listening and the social skills needed to work with others.

Move & manage self

Outdoor play, meals, toileting, dressing and everyday responsibilities strengthen physical confidence and independence.

Prepare for the next step

In the final year, school routines, early literacy and number, self-care and social confidence become increasingly visible within play and daily life.

Learning through play

What learning looks like at this stage.

Our practice is rooted in the EYFS and brought to life through observation, warm relationships and play that means something to the child.

Confident communication

Children are encouraged to explain ideas, ask questions, listen, join conversation and enjoy stories, rhyme and language.

Early literacy & number

Mark-making, books, counting, pattern, quantities and problem-solving grow through meaningful experiences rather than rushed formal instruction.

Friendships & character

Children practise kindness, resilience, turn-taking, collaboration and the confidence to recover from small setbacks.

School readiness in the round

Being ready for school includes self-care, listening, independence, relationships, curiosity and a positive attitude to learning — not only academic skills.

DDiscoverFollow curiosity.

OOracyGrow language.

CConnectionFeel secure.

KKindnessBuild character.

SSteady StepsGrow independence.

Explore the DOCKS Approach

Parents & key person

The final nursery year should feel like preparation, not pressure.

The DOCKS Approach describes school readiness as “Steady Steps”: a gradual build toward independence, early literacy and number, listening in a group, friendship skills and familiarity with new routines.

Talk to the Nursery

Key-person relationship

One practitioner knows the child especially well and helps connect observations, family knowledge and next steps.

Daily communication

Practical care information and meaningful observations help parents understand the day rather than receiving only a generic summary.

Tapestry

Where used, learning observations and milestones can be shared digitally so families stay connected to development over time.

Settling & transitions

Confidence grows through familiarity.

Transitions work best when adults share information, children meet new people and spaces gradually, and expectations stay realistic.

Step 1

Progress together

We share a clear picture of development and discuss where extra focus could help before school.

Step 2

Make school familiar

Stories, conversations, visits and practice with routines can make the idea of school less abstract.

Step 3

Work with families

Parents know their child best. Nursery and home can reinforce confidence without turning transition into a test.

Step 4

Liaise where possible

The curriculum approach includes working with local schools where possible so useful information can support the next step.

Environment & care

Designed for the whole child.

Good nursery provision is not just what appears on a planning sheet. It is also the room layout, the quality of conversation, access to outdoor play, how adults respond when a child is tired, and whether everyday routines are treated with dignity and patience.

Freshly prepared meals and snacks, with dietary needs considered
Outdoor play and movement as part of the nursery experience
Quiet spaces and rest appropriate to the age group
Safer recruitment, DBS checks and ongoing professional development
Accessible communication and inclusive practice

Outdoor garden play area with tree and playhouse

Pre-School FAQs

Questions parents commonly ask.

What age is pre-school for?

The pre-school provision is for children aged approximately 3 to 5 years until they leave to start school.

How do you support school readiness?

School readiness includes communication, confidence, self-care, friendships, independence, early literacy and mathematics, developed gradually through play and planned experiences.

Do pre-school children still learn through play?

Yes. Play remains central, with increasingly focused opportunities for language, problem-solving, literacy, mathematics and collaborative learning.

How do you help with the transition to school?

The nursery approach includes sharing progress with parents, settling-in activities, stories about school, practice with routines and, where possible, liaison with local schools.

Is early literacy taught formally?

The emphasis is on strong foundations through stories, conversation, rhyme, mark-making, sound awareness and meaningful experiences rather than rushing children into formal instruction.

Keep exploring

The next useful page.

The website is intentionally connected, so parents can move from age-stage information to curriculum, practical costs and a visit without starting again.

Next step

Come and experience Pre-School at Dickory Docks.

A visit lets you see the room, meet the team and talk through the routine that matters to your family.

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