Pied Piper Preschool

Last updated: 13/01/2023

Pied Piper Preschool is based in the Thatcham Methodist Church hall, close to the centre of Thatcham, with access to a secure enclosed outdoor play area. We are open 4 days a week during school term times and can take up to 24 children in any one session.

Who to contact

Contact Name
Eva Hughes
Contact Position
01635 873814

Where to go

Methodist Church Hall
Methodist Church
Chapel Street
RG18 4QL

Other Details


Table of costs
Table of costs
AmountCost Type
£13.50 per session
£13.50 per session (3 hours).

Inclusion Information

Dietary Needs

Has Provision
Parents provide food for their children (lunch and snack). We ensure children's dietary requirements are met at parties.

Childcare Information


Immediate vacancies
we have afternoon sessions and Friday mornings available
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 2 3
3 3 4

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Are you registered to provide 30 Hours?
30 Hour Partner Summary
We do not have a 30 hours partner but are happy to share funded ours with another setting. 

Waiting List

Do you have a waiting list?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:00
Tuesday 09:00 15:00
Thursday 09:00 15:00
Friday 09:00 12:00

School Pickups

Offers pickups

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
05/10/2021Inspection (Early Years Register)Good
05/03/2013Inspection (Early Years Register)Outstanding
01/12/2008Inspection (Early Years Register)Good

Local Offer


Pied Piper Preschool is based in the Thatcham Methodist Church hall, close to the centre of Thatcham, with access to a secure enclosed outdoor play area. We are open 4 days a week during school term times and can take 24 children in any one session.

Contact Name
Eva Hughes
Contact Telephone
01635 873814
Contact Email
SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
1 to 4
Needs Level

Early Years Private, Voluntary & Independent Settings

1: How does the setting identify children with additional needs or SEND?

We recognise that all children are individuals but that some have needs which may require some additional support. We try to identify the specific needs of these children and meet those needs through a range of strategies. Prior to children starting with Pied Piper you will be offered a home visit where you can discuss any concerns you may have. Once children have started at preschool, our online system of observation and assessment, which operates in conjunction with the parents, enables us to monitor each child's individual needs and progress to help ascertain whether any child requires additional support. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their child's learning and development.

Our observations and assessments are based on the 7 areas of development within the Early Years Foundation Stage document.

We have an open door policy and if parents have any concerns about their child they are encouraged to speak to their child’s key person or Manager. If we have any concerns over any child we discuss these with the child’s parents, in the first instance, to determine the best way forward to help the child and parents concerned. If appropriate, Pied Piper Pre-school will then work in partnership with the parents and other professionals and agencies to make effective decisions regarding the child’s specific needs. We can also provide parents with information on sources of independent advice and support.

All children irrespective of their additional/special needs are valued, encouraged, supported and included in all our activities, events and outings.

Our staff regularly attend training on a variety of topics arranged by West Berkshire Council and other professionals which help us to identify needs and assist all children in their progression through these early years. We can also call on the Early Years and Childcare team for advice and support. In conjunction with professionals and outside agencies we use a system of planning, implementing, monitoring, evaluating and reviewing using Support and Achievement Play Plans.

2: How will I be informed / consulted about the ways in which my child is being supported?

Following observations and assessments of your child's learning and development if there are any concerns your child's key person, in conjunction with the Special Educational Needs Coordinator (SENCO), will discuss any issues with you to determine the best way forward.

Depending on the help needed either the key person will support them during each session or an additional one to one support staff may be employed if funding is received from the local authority. At all times the SENCO will oversee and be involved in the planning and liaison with any outside professionals such as Speech and Language Therapists.

Parents are central to this support and as work in partnership we regularly discuss your child’s progression with you and look at ways we can work together to best support your child.

3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

All children, irrespective of their specific needs are valued, encouraged, supported and included in all our activities, events and outings. Our Key Person system gives each member of staff primary responsibility for a small group of children. Each child in the group then has one special adult to relate to, which can make settling into the preschool much easier. In addition, the Key Person is in a position to support the individual needs of each child. The child's progress and achievements are shared by regular observations and assessments added to each child's online learning journey and parents are encouraged to contribute to them. The observations help the Key Person develop next steps that are appropriate to each child and support them in moving on in their learning and development. The Key Person feeds this information back to all staff during staff meetings, so that everyone is aware of what support is needed. When appropriate we use Support and Achievement Play Plans and receive support and advice from outside professionals.

4: What teaching strategies does the setting use for children with additional needs or learning difficulties?

Pied Piper Preschool staff have all received training in early language acquisition and use a variety of strategies to support children in their language skills. These included the use of gestures, such as Makaton, pictures and PEC (picture exchange communication) symbols. The staff also have many years of experience that they can bring to help your child, especially those with challenging behaviour, on the Autistic Spectrum and 2 year olds. They also have outside agencies and professionals they can contact for ideas, strategies and support.

5: What additional support does the setting provide for children with additional needs or SEND?

In the past Pied Piper have liaised with a variety of other professionals such as Speech and Language Therapists, the EDIT team, Educational Phycologists, Occupational Therapists and the Hearing Impairment Unit. We follow any advice they suggest and report back as to how the child in progressing. Pied Piper are also part of the ECaT project (Every child a talker) and can support children with their language development either on a one to one basis or in a small group. For those children who need extra support in social skills we have small social skills groups where we encourage turn taking and sharing. We also work with parents in managing behaviour. We can also cater for children with medical needs and, if required, specialist training will be sought for all staff. We encourage families to become involved in the local Family Hubs where they will be able to access further support from health visitors and family support workers. Before any support is sought we will always discuss the child's needs with their parents and involve them in all discussions.

6: How will the setting monitor my child's progress and how will I be involved in this?

Observations and assessments are collated for each child in an online learning journal. Each term we will provide an assessment in each of the 7 areas of development within the Early Years Foundation Stage which we encourage parents to comment on. Any Support and Play Plans will be created in conjunction with parents so that targets can be worked on at home as well as in preschool. > For those children who attend another setting we regularly share observations through our online learning journey or through phone conversations and if it supports the child's learning and development we visit the child at the other setting and invite them to visit us.

7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

Our policy at Pied Piper Preschool is that all children irrespective of their additional/special needs are valued, encouraged, supported and included in all our activities, events and outings. Activities are adapted to ensure that all children with a range of needs can participate; sometimes this may mean borrowing or acquiring specialist equipment in order that they can benefit further. All children's individual needs and safety is considered when planning activities outings we go on. We liaise with parents as to any additional requirements whilst on outings so that they are comfortable with leaving their child in our care.

8: How accessible is the building for children with mobility difficulties / wheelchair users?

Pied Piper Preschool is very accessible for children with mobility difficulties or use a wheelchair as we are all on one level with wider doors if needed. We also have a toilet area for those with mobility difficulties.If we have other sensory impairments we will liaise with the other professionals involved with your child to ensure that we provide the right kind of support. We also use gestures and signs as well as have a structured routine with a visual timetable. We provide parents with a caring, listening ear and help find support groups or forums. For those children and/or parents with English as an additional language we will endeavour to translate letters and correspondence into the home language if possible as well as learn some key words in the child's home language. For non-reading parents we give verbal/visual reminders.

9: How will you support my child's transition to a new setting or school?

Once your child has been allocated a place at a local school we will liaise with the new school. For the majority of schools a teacher comes to preschool to meet the staff and child (if they attend that day) to talk about your child and any additional needs they may have. You and your child will have various meetings at the school together so that they become accustomed to the new setting. Information about your child's learning and development will be passed to their school either via our online system or with a paper copy of their transition report. For those children who need extra support, transition meetings can be arranged or additional visit days where their Key Person could attend if possible. During these visits we will share successful strategies with your child's teacher. Throughout this transition period we will liaise with parents as well as so we can help children in this next stage of their education. For those children joining us we offer all new children a home visit where you can discuss any concerns you may have. For those children with additional needs we will also arrange for extra visits to Pied Piper for the child and parents as well as any professionals so that we can form a partnership. This will enable us to get to know the child well and share any strategies already put in place. If a child also attends another setting we will ensure we regularly communicate with them regarding your child's learning and development and we will write a transition report for children moving onto another setting which will be shared parents and their new setting.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

Staff have a weekly staff meeting at which various elements of the preschool are discussed, including any concerns about any children. If a Support and Achievement Play Plan is used, regular discussions will be held with parents to ensure they remain effective and are suitable for the child concerned. We ask all parents to complete questionnaires from time to time, to give us feedback on what we do and there is also a comments box in our foyer.

11: Who should I contact if I am considering registering for a place at the setting?

To gain a place at preschool, parents/carers are required to complete a registration form and return it together with a £5 administration fee. The registration form will then be passed on to the Administration Officer who will contact the parent to discuss when a place is available. Confirmation of this will then be sent to the parents/carers. Parent's are welcome to come and look around the preschool by calling us on 01635 873814 or emailing info@piedpiperpreschool.org.uk.

12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

Pied Piper Pre-school are always open to suggestions and ideas from parents and we have a suggestion box in the foyer. Parents can speak to a member of staff at any time as they drop off and pick up their children and a small quiet room is available if needed. For more complex concerns an appointment can be made with the Manager. We also have a feedback form that we give to those parents/children when they leave asking how they have enjoyed their time with us. We like to think of ourselves as very approachable but for those who would like to make a complaint we ask that you follow our complaints procedure in our policies and procedures which can be found on our website www.piedpiperperschool.org.uk

Quality checks

  • DBS check

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