Long Marton School Nursery Review

Children’s interests shape the learning in Long Marton’s nursery. The pre-school shares Class 1 with Reception, giving it a place within the school’s early-years unit rather than a separate class of its own. Teachers and teaching assistants work across that unit. For families, the defining feature is this shared setting and its interest-led approach.

An emergent curriculum starts with what interests the children and uses that to shape learning. Class 1 combines this approach with a topic programme running over two years. Termly learning overviews give parents a more detailed picture of the subjects being covered, making it easier to connect conversations at home with classroom learning.

Stories and rhymes are concrete features of nursery life. In July 2024, Ofsted found that nursery children enjoyed taking part in familiar tales and rhymes, while children across the early years thrived through exploration and play with friends. Joining in gives children an active part in shared storytelling.

Curriculum clarity. The July 2024 inspection also identified insufficient clarity about essential learning in some subjects across the curriculum beginning in early years. Activities needed a clearer focus on the knowledge children should retain. This is a relevant qualification to the nursery’s interest-led approach: children’s curiosity and clearly planned learning both matter.

The teaching team shares the week: one class teacher works on Mondays and Tuesdays, with another covering Wednesdays through Fridays. Teaching assistants also work in the unit. That pattern makes the team structure a useful part of understanding a child’s daily experience.

Support for additional needs follows the school’s SEND arrangements. Class teachers monitor individual education plans, and the SENCO oversees reviews each term. Specialist teachers and an educational psychologist contribute to provision, with the psychologist visiting termly. Parents are included in planning and monitoring support, giving families a role in decisions about their child.

The Den is the school’s calming sensory room. Physical access includes handrails on two entrance ramps, an accessible toilet and level access inside. These are concrete school facilities relevant to families considering mobility or sensory needs.

Food is prepared in the school kitchen by Orian, including puddings. A salad bar accompanies dinners, and an alternative to the main dish is offered. This gives families a practical picture of the school’s meal provision.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. The school’s admissions page directs parents to Westmorland and Furness Council’s application form.

Sharing Class 1 means the nursery already operates alongside Reception. That is useful context for the next stage, but classroom familiarity and admission are separate matters. Parents should treat the Reception application as a fresh process rather than assuming their nursery place carries forward.

For enquiries, contact the school office at admin@longmarton.cumbria.sch.uk or telephone 017683 61397. The office also supplies paper copies of website information free of charge, providing another way to access school documents.

School clothing guidance allows for practical, messy activities. The uniform combines red polo shirts and sweatshirts or hoodies with dark clothing and black shoes; logos on the red tops are optional. Clothing should be labelled. For school dinners, orders go through School hub before 9.30am, so meal ordering needs to be part of the morning routine.