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Nursery at Castle Vale 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 If you spot anything outdated or inaccurate, please let us know.
A fallen tree for climbing, chickens to care for and vegetables destined for lunch give Castle Vale’s nursery day a practical, outdoor character. This is a local authority maintained nursery school on Yatesbury Avenue in Birmingham, rather than a nursery classroom within a primary school. It describes provision for children aged two to four. Attendance follows school terms.
Play moves between indoors and outdoors throughout sessions, with children choosing activities as well as joining learning led by adults. The Early Years Foundation Stage (EYFS) brings together early literacy and maths with learning to communicate, manage feelings, move confidently and understand the world. Stories, rhymes and songs give that learning a familiar starting point. Breadmaking adds something tangible: children explore ingredients, knead dough and discuss quantities, connecting language and number with an everyday task.
Forest School takes place weekly with support from the Community Environmental Trust. A climbing frame and fallen tree provide opportunities to practise balance; caring for chickens adds responsibility. Tools are introduced with supervision, and campfire cooking happens one child at a time alongside the Forest School Leader. Garden School follows food from growing to harvesting, with produce used for snacks and lunches. Outdoor learning has a purpose beyond fresh air.
Indoors, the café gives children practice in clearing spills and washing up. An outdoor woodwork area introduces hammers and saws with adult help. These examples show how conversation and practical activity connect to early learning.
Settling starts before the first nursery day. The school describes a home visit involving two team members, followed by two play sessions; families meet their child’s key worker at the second session. Staff are qualified, and each child has a key person, giving parents a familiar contact for discussing development. Tapestry allows families and staff to exchange photographs and videos of learning, so experiences at home can inform nursery activities too.
Every child receives WellComm screening, with language support shaped around the findings. Nurture sessions provide additional emotional support where needed. For children with complex and significant needs, Buttercups room offers a quieter sensory space, structured activities and substantial adult support. The SEND team involves parents in planning, with permission sought before outside professionals work with their child.
Morning café snacks include cereal, water or milk; afternoons bring fruit. Children also help prepare food, including vegetables for salads and pizzas. Staff work directly with families where eating or dietary concerns arise. Smaller toilets and help with toilet training support children who are still developing these care skills.
Reception requires a separate application. Nursery attendance does not guarantee a Reception place. Families must apply again through the normal Reception admissions process and meet its deadline. Transition support is preparation for a new setting, rather than an entitlement to admission.
Ready, Steady Reception! provides activities families can try at home. Receiving teachers and SENCOs are invited to meet children at nursery and discuss their needs with key workers. Stories, photographs and transition books help make the change more concrete; some children also join Nurture groups. For children with SEND, an individual transition plan may include extra visits and handover meetings. Arrangements depend on the receiving school’s procedures.
Part-time attendance follows five mornings or five afternoons. Full-time places are offered for eligible children or through top-up arrangements, alongside breakfast, lunch and after-school tea clubs. Families can register interest using the online form or telephone 0121 675 7578. Requests to look around can also be made by telephone.
The admissions policy offers 15 funded hours from the term after a child’s third birthday, with eligible two-year-olds also able to access 15 hours. Working entitlement places provide 30 hours for eligible children aged two, three and four. An eligibility code must be obtained before the relevant termly deadline, and eligibility reconfirmed every three months. Ask the school for current charges for top-up attendance.
Term-time planning. Staff training days and closure when the school is used for voting affect attendance, so these need to be included in family childcare plans. Uniform combines a purple jumper or cardigan with a T-shirt or polo and black bottoms. Label clothing, pack spares and provide weather-appropriate outdoor clothes; easy fastenings help children manage dressing themselves.
The school describes its nursery provision as serving children aged two to four.
Yes. Part-time patterns comprise five mornings or five afternoons. Full-time attendance is offered for eligible children or through top-up arrangements.
The school describes a home visit with two staff members and two play sessions. Families meet their child’s key worker at the second play session.
The SEND team plans support with families. Buttercups room provides a quieter sensory learning space for children with complex and significant needs, and outside professionals are involved with parental permission.
No. Reception admission is a separate process. Families must make a Reception application through the normal route and meet the applicable deadline.
