Ringsfield Church of England Primary School Nursery Review

Assemblies, outings and lunches connect Ringsfield’s nursery children with the wider school from the start. This is a nursery woven into school life, with its own classroom within the Early Years Foundation Stage (EYFS) unit. Two-year-olds attend in the afternoons; three-year-olds can attend all day. That age-dependent pattern matters when fitting nursery around family routines.

Across the early years unit, two qualified teachers work alongside EYFS practitioners. Practitioners hold at least NVQ Level 2 qualifications. The nursery therefore sits within a teaching team shared across the early years classes, rather than operating as a separate childcare setting.

Play provides the starting point for learning, indoors and outside. Adults observe children’s activities and extend them, using their interests and existing experiences to plan what comes next. The EYFS Framework and Development Matters guide this work. In parent terms, the curriculum combines learning to communicate, move and manage feelings with early reading, number work, exploring the world and creative expression.

Little Wandle Letters and Sounds is the named phonics scheme, while mathematics uses Maths Mastery. Children have opportunities to explore materials, make music, move, dance and take part in role-play. These activities give them ways to express ideas as well as practise language and physical skills. The nursery’s approach also encourages concentration, persistence and making choices about how to tackle an activity.

Outdoor provision includes an early years play facility. The wider school grounds contain a wildlife pond within a large field, an adventure playground, a vegetable plot and an outdoor classroom. These are school facilities; the nursery’s learning itself takes place both outside and indoors.

At the November 2021 inspection, nursery children were learning counting through songs and developing awareness of sounds within words. Books introduced children to the world around them. These are concrete foundations for number understanding, listening and an interest in stories.

Quick settling and good progress were early years findings at the November 2021 inspection. Familiar routines contributed to a calm atmosphere. Adults knew what individual children needed, offered encouragement and celebrated achievements. For families considering a first experience away from home, that dated evidence gives a useful picture of settling and relationships.

Tapestry connects parents with their child’s learning. Staff contribute photographs and observations to an online Learning Journey, which parents can view and supplement with their own pictures and comments. Families receive a PDF copy at the year’s end. This makes communication about learning a two-way exchange.

Nursery children join the wider school for lunch. For additional needs, the school uses classroom adaptations and may add personalised plans. Parents can arrange contact with the SEND co-ordinator through the office. Early Help partnerships include health visitors and speech and language therapy, giving families routes into support beyond the classroom.

Attending the nursery does not guarantee a Reception place. Families must make a separate application through the normal local authority route. For September 2026 entry, the deadline was 15 January 2026; that application cycle is past.

Familiarity is a separate benefit. Nursery children already participate in school activities, and summer visits before starting full-time school give them time with the teacher and school surroundings. These experiences support transition; they do not secure admission.

The afternoon pattern for two-year-olds and all-day provision for three-year-olds are the key session arrangements. School visits can be arranged through the office on 01502 713030 or by emailing office.ringsfield@greatwoodsprimary.org.

Learning assessment. In November 2021, the school needed more precise assessment beyond mathematics and early reading. This was a wider curriculum concern, relevant to understanding how staff identify what children have learned.