Hadleigh Infant and Nursery School: Nursery Review

Sports Day, special assemblies and specialist PE coaches bring Hadleigh’s nursery children into school life from the start. This is nursery provision with a place in the wider school community: children share facilities and staff with Reception, while their learning centres on play, communication and growing independence. Taking part in shared events gives them experiences beyond their own nursery group.

Play with other children is the starting point. Staff build on learning begun at home, encouraging children to communicate and develop social skills through playing together. Books, early writing and number work sit alongside creative activities and opportunities to exercise each day. The nursery aims to develop curiosity as well as confidence, so learning includes exploring ideas rather than simply completing adult-directed tasks.

The Early Years Foundation Stage curriculum covers seven connected areas. In parent terms, these bring together talking and listening, movement, relationships and emotions, reading and writing, mathematics, exploring the world and creative expression. Children investigate resources, try to solve problems and ask questions through their interactions with adults and other children. That makes play part of the learning itself.

Adults contribute to both planned activities and play that children initiate, using questions and suggestions to extend their thinking. Activities are planned around individual learning needs, and children are encouraged to find creative uses for resources. Specialist PE coaches also work with nursery children to support physical development, adding a distinct element to the everyday opportunities for movement.

A nursery manager works with support staff, alongside the school’s Early Years Leader. This gives the nursery its own team within the wider early years structure.

For children with special educational needs and disabilities (SEND), the school uses a cycle of assessment, planning, support and review. Parents contribute to decisions about adjustments and interventions, with a review date agreed during planning. The practical benefit is a process that can change as staff and families understand a child’s needs better.

Communication includes Seesaw and appointments arranged through the school office. Families can discuss concerns with the class teacher, SENCO or Learning Mentor, and SEND provision is reviewed with parents termly. For children with disabilities, meetings before they start address individual needs; specialist advice can help with equipment and changes to the learning environment.

Attending the nursery does not guarantee a Reception place. Families must apply separately through the normal Reception application route by the normal deadline. Treat choosing nursery and applying for Reception as two distinct decisions.

Shared staff, facilities and school events give nursery children familiarity with school life. That everyday connection is separate from admission. For children with SEND, class changes can involve staff handovers and, where needed, a Moving on book containing photographs of staff and the classroom.

Morning sessions run from 8:30am to 11:30am; afternoon sessions run from 12:30pm to 3:30pm. Lunchtime falls between them, from 11:30am to 12:30pm. These distinct session times give families clear collection points around which to plan their day.

Families who are ineligible for, or choose not to use, 30 hours free childcare can request extra paid sessions. Payment is required beforehand through SchoolMoney. Enquiries about additional sessions can be made at the main office or by emailing admin@hadleigh-inf.essex.sch.uk; contact the school for current charges.