Stonebroom Primary and Nursery School Nursery Review

Dough Disco and an emphasis on conversation give Stonebroom’s nursery a clear focus: helping children develop language and prepare their hands for writing. The nursery forms Foundation Stage 1 within Stonebroom Primary and Nursery School, on High Street in Stonebroom, Alfreton. It is the school’s own early years provision.

Predictable routines are part of the nursery’s approach. Staff help children learn the sequence of the day; the nursery aims to make the next activity familiar enough for children to act more independently. That emphasis gives routine a learning purpose, rather than treating it simply as a timetable.

Communication and language take priority in the early years. Alongside this, Dough Disco gives children practice using their fingers, with the aim of building strength before pencil use. Read, Write, Inc. provides the named approach to phonics and reading in the early years, linking sounds with images and actions to help children remember them.

The Early Years Foundation Stage (EYFS) covers children’s development as well as learning: language, relationships and physical skills sit alongside literacy, mathematics, creativity and understanding the world. At Stonebroom, staff also plan activities involving small, manageable risks. The aim is for children to think about safety for themselves, with adults considering what they can handle beforehand.

Learning can continue through everyday activities at home. Suggested examples include finding objects that begin with a particular sound, discussing a shared story and spotting shapes around the house. These give parents concrete ways to practise language and early mathematical ideas through conversation.

For concerns about development or progress, the class teacher is the first contact, with the special educational needs coordinator (SENCO) involved when additional help may be needed. Support can include adapted resources, practical learning, individual work or small groups. The school’s inclusion arrangements explicitly extend to nursery children.

Individual Education Plans identify targets and support strategies. For children on the SEN Support Register, termly meetings bring parents into discussions about progress and next steps. Speech and Language Therapy, Occupational Therapy and the Educational Psychology Service are among the external services the school works with where needed. This provides routes beyond classroom support when a child requires specialist input.

A SEND parent coffee morning takes place each half term. Parents can also arrange a meeting with the class teacher through the school office, giving families both a regular opportunity for advice and a direct route to discuss their own child.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet its deadline. The school admission route is through Derbyshire County Council.

Classroom familiarity is a separate matter. Children have opportunities to meet their next teacher and spend time in their next classroom before term ends. For children with SEND, transition arrangements are discussed with parents during the summer term. Depending on individual needs, extra classroom visits, more time with the teacher or information to use over the summer can be added. Staff also pass targets, assessments and other relevant information to the next teacher, helping continuity of support.

For nursery enquiries, contact the school office on 01773 872449 or email info@stonebroom-cnet.org. When planning attendance around the school calendar, account for INSET days separately: the linked Derbyshire term dates exclude them.