All Saints Day Nursery

Communication days on Mondays and Fridays give All Saints Day Nursery a clear thread: helping children find words, share ideas and build confidence through play. Based at The Community Centre on All Saints Road in Wolverhampton, it has capacity for 39 children aged two to five. Its offer centres on the toddler and preschool years.

At its June 2024 inspection, Ofsted rated the nursery Good and found that staff planned challenging learning around children they knew well. The detail behind that judgement matters: children explored water together, talked enthusiastically about dinosaurs and practised doing things for themselves. These are concrete examples of learning through conversation, movement and shared activity.

Morning and afternoon attendance patterns are offered through the term-time funding arrangement for three- and four-year-olds. For families organising childcare around school terms, that is an important practical starting point.

Rooms and Ages

Terrific Tiggers is the named room associated with the two-year-old funding offer, where the emphasis is on the three prime areas of learning alongside the other areas.

In June 2024, younger children repeatedly practised using steps and a slide, while older children collaborated to move water through a tube and drainpipes. The equipment gave children different kinds of challenge: careful movement for the younger group, and turn-taking and joint effort for the older children. Physical activity had a purpose beyond using up energy.

Learning and Activities

The Early Years Foundation Stage (EYFS) provides the framework for children's learning and care, with play supporting language, movement, relationships, early literacy and mathematical understanding. Activities are planned around children's development. This is the shared early-years foundation; the useful detail here is how staff organise learning and follow each child's starting point.

Communication days take place on Mondays and Fridays, adding a recurring emphasis on language and literacy. Birth to Five Matters and Development Matters are used as guidance to support learning within the EYFS. Neither replaces that framework. Together, these give staff reference points for planning what a child might work on next.

In June 2024, children's interest in dinosaurs prompted storytelling and discussion. Children used names including Triceratops, Tyrannosaurus Rex and Pterodactyl. Younger children also explored holiday-themed pretend play with sun hats, sunglasses, deckchairs and a paddling pool containing inflatable balls. Books extended the holiday theme. Familiar interests became opportunities to talk, imagine and connect an activity with a story.

Relationships and Communication

Each child has a keyworker who follows their development through observations and plans subsequent learning. At the start, parents and the keyworker discuss the child's existing abilities and record them in All about me. That gives the relationship a practical starting point: staff begin with information about the individual child.

The evidenceme package is used to record observations and track development, with observations sent by email after parents accept the link. Parents therefore have a route into the learning taking place during nursery time, rather than relying solely on what their child remembers afterwards.

For children aged two to three, the keyworker completes a Progress Check covering development in the prime areas. Parents discuss it and can contribute; a copy can also be shared with the health visitor. This brings family knowledge into the assessment and creates a document that can support conversations beyond nursery.

Inclusion and Wellbeing

At the June 2024 inspection, Ofsted found safeguarding effective and identified support for children with special educational needs and/or disabilities as a strength, with staff recognising learning gaps, helping families obtain additional support and explaining its value before children moved on to school.

In June 2024, staff used their multilingual skills to speak with families and children in the languages they used at home when necessary. Children encountered celebrations from different cultures and images of people with different abilities. However, opportunities to recognise family structures unlike their own needed further development. That distinction matters: learning about cultural celebrations does not by itself cover the different ways families are formed.

Daily independence was also visible in June 2024: older children used the bathroom when needed, while younger children received help with personal care. Children had freshly prepared meals and snacks at that time.

Sessions and Attendance

The address is All Saints Action Network, The Community Centre, All Saints Road, Wolverhampton, WV2 1EL. Opening hours are 9am to 3.30pm, Monday to Friday, during term time, with school holidays closed.

For the three- and four-year-old funded offer, attendance consists of five morning or afternoon sessions each week during term time. This gives families two different attendance patterns within the offer. Enquiries can be made by telephone on 01902 877539.

Funding and Paid Extras

The Terrific for Two Offer is for parents meeting its criteria. Part-time funded nursery education is also offered to three- and four-year-olds after their third birthday, through the term-time morning or afternoon arrangement. A child's age and the relevant scheme's conditions matter when choosing the funding route.

• Term-time attendance. The nursery closes during school holidays, while the older children's funded offer uses five morning or afternoon sessions a week. Families needing holiday care should factor that closure into their childcare plans.
• Family representation. The June 2024 improvement point concerned children's understanding of family structures different from their own. On a visit, ask how books, images and play now represent different families.
• The funded-place quotation. Ask for a written quotation explaining how meals, snacks and non-food consumables are handled for the attendance pattern you choose. This is the useful cost question alongside the funded entitlement itself.

All Saints Day Nursery suits families seeking term-time childcare, including morning or afternoon funded provision for three- and four-year-olds, with recurring attention to communication and a keyworker-led route for following development. Communication days, emailed observations and the parent discussion around the Progress Check give that offer useful shape.

The June 2024 findings provide concrete examples of children talking, collaborating and becoming more independent. The family-representation improvement point deserves attention alongside those strengths. For parents whose childcare needs fit the term-time timetable, the combination of play-based learning and structured communication is the clearest reason to consider it.