Alfreton Nursery School: woodland, stories and thinking skills

Two woodland areas and an outdoor STEAM Hive give Alfreton Nursery School a distinctive starting point: nature and investigation are part of the learning spaces themselves. This maintained nursery school on Stanton Close serves children aged two to five. Teachers and nursery nurses make up the teaching team, with trained Forest School leaders supporting woodland learning.

The emphasis extends beyond choosing an activity. Children are helped to understand how they think, ask questions and make decisions about learning. That gives the practical work in the woods and creative spaces a clear educational purpose.

Play, adult teaching and small groups shape the sessions, indoors and outside. The Early Years Foundation Stage (EYFS) brings together learning and care: children develop language, movement and social skills alongside early reading, maths, creativity and understanding their surroundings. Development Matters, 2021 helps staff match activities to individual stages of development.

Thinking Moves gives children vocabulary for their thinking. Planning involves thinking Ahead; remembering involves thinking Back. Philosophy for Children adds opportunities to question ideas and consider other viewpoints. These approaches make thinking something children can discuss, rather than simply a task to finish.

The Atelier provides an art studio, while Mr Ben’s dressing-up hut supports imaginative play. Daily story groups sit alongside activities such as Dough Disco for physical literacy and Earth Elves for small environmental projects, including collecting leaves and picking up litter. Children can work with materials, movement and stories in different ways.

Outside, the two woodlands support Forest School experiences involving tree climbing, tools and group fires, with risks managed by trained leaders. The STEAM Hive adds a space for science, engineering, art and maths. In March 2024, children grew food in the woodland and built upper-body strength through equipment and tool use. Story productions took place each week, with children contributing both on stage and backstage. Participation included making costumes and narrating, so performing was only one way to take part.

Settling starts with an individual approach to the move between home and nursery. Staff recognise children’s existing attachments and build relationships around them. A Mental Health First Aider has time allocated for parents and staff needing emotional support, giving families a route into help as well as supporting children’s wellbeing.

Communication continues through each child’s online learning journal, where families can also share experiences from home. For children needing additional help with speech and language, the school employs its own Speech and Language Therapist and works with external specialists, including occupational therapists and educational psychologists. In March 2024, pictures and symbols supported children with SEND, while repeated key vocabulary helped those beginning to learn English.

Children staying over lunch bring food from home; the lunch hour is charged. Safeguarding arrangements were judged effective at the inspection on 26 March 2024. Early Help is also offered jointly with Croft Infant School and Woodbridge Junior School, with support tailored to family needs.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route and meet the applicable deadline. Treat choosing the nursery and securing the next school place as separate decisions.

Preparation here centres on learning: the curriculum aims to help children access education when they begin Reception. Building communication, independent thinking and familiarity with routines supports that next step; it does not establish an admissions advantage.

Morning sessions run from 8.30am to 11.30am, with afternoons from 12.30pm to 3.30pm, Monday to Friday. Funded provision is term-time only, with 15-hour and eligible 30-hour patterns. The longer pattern uses four seven-hour days, totalling 28 hours; further hours are negotiable, and an additional hour beyond the entitlement is charged where a three-hour session is used.

Session allocation. Requested hours are preferences rather than guaranteed bookings. Families receive their allocation in the term before their child starts, so the confirmed pattern matters for work and childcare planning.

For eligible extended funding, families bring their code and completed FE1 form to the office and must keep the code renewed. The online waiting-list form is the joining route. Enquiries go through the contact form or 01773 520031; visitors are welcome without an appointment. Refer to the school for current charges.