The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Brearley Nursery School
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Grass, sand, woodland exploration and a quieter room for children who need it give Brearley's nursery day its character. This local authority nursery school on Brearley Street in Newtown, Birmingham, serves children aged two to five. Nursery education is the school's purpose, rather than a department within a primary school.
The nursery describes 110 full-time and part-time places on its site, plus 12 places for three-year-olds and 12 for two-year-olds through Early Education Entitlement. These are provision figures, rather than a count of children attending. Qualified teachers, nursery nurses and support staff make up the team.
Play supplies the starting point. The Early Years Foundation Stage (EYFS) brings together learning about language, movement and relationships with early reading, mathematics, creative work and understanding the world. Projects draw on children's interests and questions, giving their curiosity a role in what they explore.
Painting, sand investigations, books and number games feature alongside sensory activities and outdoor play. Four classrooms, a resources room and soft play provide different spaces indoors. Outside, grass and hard surfaces, trees and shrubs extend the possibilities for learning. Children also explore woodland through Forest School sessions. Wellington boots have a practical purpose here.
Stories recur across activities, helping children become familiar with their language. Counting and number recognition come before work on shape, space and measurement. An artist and a music teacher visit weekly; trips to the farm, nature reserve and library add experiences beyond the nursery. These give children more to talk about.
In its May 2026 report, Ofsted judged curriculum and teaching to meet the expected standard. The teaching priorities are clear: adults need to use more open questions and model conversations between children, while recognising sooner when a child needs greater challenge. Families with an advanced learner should weigh that alongside the breadth of activities.
Each child belongs to a family group and has a key person who shares their learning journey with parents. Families can contribute to that record. Books, discovery sheets and parent workshops also connect learning at nursery with activities at home.
Settling starts gradually, with part-time attendance and a parent staying initially. There is no fixed settling period. Short separations come before longer stays, so working families need time off or a close adult relative who can remain with their child. An Open Morning introduces families to room staff and the classroom.
Toast is provided in the morning and fruit in the afternoon. A cook makes a daily hot meal using fresh ingredients, and meals are subsidised to help families. Children practise managing lunch and using the toilet independently, making everyday care part of their learning.
Inclusion received a strong standard judgement in the May 2026 Ofsted report, and safeguarding standards were met. Children with special educational needs and/or disabilities can use picture cues, visual timetables, sensory resources and individual adult support. A smaller room gives children a quieter base, with movement into busier rooms when they are ready. Support for managing feelings is agreed with parents, and behaviour incidents are shared with them.
Attending nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the applicable deadline; choosing Brearley should be a decision about nursery education itself.
The move to the next school is planned carefully. For a child with SEND, a familiar adult may accompany them on their first day. That is practical transition support, separate from the allocation of a school place.
Brearley's nursery provision runs during term time, with full-time and part-time places. Parents sign children in and out. Clothes should suit messy play and be easy for children to manage when using the toilet; bring spare clothing, warm layers and wellington boots.
The funding information includes 15-hour provision for three- and four-year-olds and, depending on circumstances, two-year-olds. Working parents may qualify for a 30-hour place, with office staff advising on eligibility checks. Contact enquiry@brearley.bham.sch.uk for nursery enquiries and the school for current charges.
The school's recorded age range is two to five.
Children begin part time with a parent staying initially. Separations and attendance increase gradually according to the child's readiness.
Yes. Each child has a key person and family group, and parents can contribute to the learning journey shared with them.
There is morning toast, afternoon fruit and a daily hot meal prepared by the cook from fresh ingredients.
No. Reception requires a separate application through the normal admissions process by the applicable deadline.
