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Nursery at Colmore Infant and 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 If you spot anything outdated or inaccurate, please let us know.
Children’s interests shape the early years curriculum at Colmore, with emotional understanding helping children settle and build relationships. Staff build their planning around what children enjoy, know and feel confident doing. That gives their existing strengths a practical role in their education.
The nursery belongs to Colmore Infant and Nursery School on Colmore Road in Kings Heath, Birmingham. Ofsted judged the school’s early years provision Outstanding at its inspection on 7 and 8 November 2023. That judgement covers early years within the school, rather than a separately inspected nursery.
Learning starts with knowing the child. Parents’ information about their child’s interests and abilities helps staff decide what to teach. Within the early years foundation stage (EYFS), the emphasis described here brings learning together with understanding feelings and developing relationships. Children’s identities matter to the curriculum, rather than simply supplying a topic for an occasional activity.
Stories, poetry and familiar rhymes give children an introduction to reading. Acting out rhymes makes language something they can participate in, while listening for sounds around them and within words builds preparation for later reading. The emphasis is on enjoyment and awareness of sound.
Characters help children recognise and communicate emotions. This work supports settling and relationships as well as learning: being able to explain a feeling gives a child another way to seek help. For children needing adaptations, the schools’ SEND policy describes practical activities, changes to resources and adjustments to adult support, so participation can be tailored to the individual.
Settling begins before children start. Staff gather information from families and, where relevant, other agencies, using it to prepare for the child’s move into early years. Emotional understanding then becomes part of the support children receive. In November 2023, children with SEND received extra help to participate in learning and progressed strongly.
The SEN and Inclusion Policy reviewed in January 2024 sets out an Assess, Plan, Do, Review cycle. Support can include work in smaller groups or individual assistance for children with greater needs. Specialist referrals involve parents and require their consent, keeping families involved in decisions about additional help.
For children receiving SEN support, parents are invited to discuss progress and targets at least three times annually, with more frequent meetings when needed. Families receive a copy of targets. The Infant School has SEND meeting rooms, providing a physical space for these conversations; the schools’ accessibility plan also includes translators at meetings where appropriate.
Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the applicable deadline. Choosing the nursery and securing a school place are separate decisions.
Transition support has its own purpose. The schools’ accessibility plan includes staff involvement in EHCP and SSPP reviews for the move from nursery to Reception. This allows children’s support needs to be considered across the change of setting; it should not be confused with an admissions advantage.
Contact Colmore Infant and Nursery School on 0121 464 2820. For SEND enquiries, the school’s SEN and Inclusion Policy gives senco@colmoreinf.co.uk as the direct contact. This provides a route for discussing an individual child’s support needs.
No. A separate Reception application is required through the normal admissions process.
Early years provision was judged Outstanding at the school inspection on 7 and 8 November 2023. This is an early years judgement within the school inspection.
Staff learn about children from parents and relevant agencies before they start. Characters are then used to help children understand emotions and develop relationships.
Early years children experience stories and poems, act out familiar rhymes and develop awareness of sounds around them and in words.
Email senco@colmoreinf.co.uk. The schools’ SEN policy includes progress and target discussions with parents at least three times a year for children receiving SEN support.
