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Nursery at Cottesbrooke 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 If you spot anything outdated or inaccurate, please let us know.
Songs, small-group learning and space to follow a child's own interests shape the nursery experience at Cottesbrooke. For children aged 3+, this is the school's own nursery in Acocks Green, Birmingham, within its Early Years Foundation Stage (EYFS). The emphasis is on learning through play and relationships, with adults guiding some activities and children choosing others.
The April 2026 Ofsted inspection judged early years to meet the Expected standard. That judgement covers the school's early years provision, rather than giving the nursery a separate grade. Communication and familiar routines are strengths; early writing remains an area for development.
Play has a clear educational purpose here. The EYFS brings together care and learning: children develop language, movement and social skills alongside early literacy, maths, creative expression and understanding their surroundings. Adult-guided activities sit alongside independent exploration, indoors and outside. Small groups and whole-class teaching give children different ways to participate, while staff observe their interests and adapt learning to their needs.
Charanga gives music a named structure. Children experiment with instruments, clap or tap rhythms, move to music and sing familiar rhymes. Storytime, role play and conversations with a partner provide further opportunities to speak and listen. In April 2026, early years staff supported children's communication effectively through songs and rhymes, while established routines helped children understand what would happen next.
Practical exploration extends into the school garden and playground. Early years science includes investigating seeds, leaves and minibeasts, watching ice melt and exploring colour mixing. Maths introduces shape, measurement and early number through practical activities linked to children's interests. These are concrete starting points for conversation and discovery, rather than abstract subjects taught in isolation.
Jigsaw adds circle time and reflection to personal and social learning, including themes such as Healthy Me and Celebrating Difference. Children practise understanding feelings and relationships alongside their other learning. Early writing. In April 2026, this remained the principal early years development priority. Drawing, dance and phonics were helping children prepare for subsequent learning, but families should weigh that strength alongside the writing concern.
Relationships help children settle. In April 2026, staff understood individual children and responded to their needs, helping newcomers become comfortable quickly. Early identification of special educational needs and/or disabilities (SEND), followed by collaboration with families and external professionals, helped reduce obstacles to learning.
Emotion Coaching supplies a shared language for feelings. Cool Cat, Fizz the Fox and Scaredasaurus represent different emotional states, and each classroom has a calm corner or regulation station. Emotion cards, sensory tools and quiet spaces give children practical ways to seek support. The school also runs workshops for parents on this approach.
Families communicate with school through ClassDojo. The wider school team includes an EYFS leader, a SEND co-ordinator and a pastoral manager with Emotional Literacy Support Assistant training. School meal choices include halal and vegetarian options.
Nursery attendance does not guarantee a Reception place or confer admission priority. Nursery attendance is not an admission criterion. Children whose EHCP names the school must be admitted; other priorities cover care status, qualifying siblings and distance. A sibling attending the nursery does not count towards sibling priority.
Families must make a separate Reception application through Birmingham City Council. Applications open in October and close in January. Treat that application as a separate task, even when your child already attends the nursery.
Morning sessions run from 8:30am to 11:30am; afternoons run from 12:30pm to 3:30pm. Part-time and full-time places depend on availability. These morning and afternoon windows give families specific collection times around which to organise their day.
Cottesbrooke follows Birmingham City Council's term dates, with five INSET days each academic year when pupils do not attend. For nursery enquiries, telephone the school office on 0121 706 2742 or email enquiry@cottesbrooke-inf.bham.sch.uk.
Nursery admission is for children aged 3+.
The morning session is 8:30am to 11:30am, and the afternoon session is 12:30pm to 3:30pm. Part-time and full-time places depend on availability.
Children explore language, early number, creative activities and their surroundings. Music uses Charanga, while practical science includes seeds, minibeasts and changes such as melting ice.
Emotion Coaching uses characters and classroom calm spaces to help children recognise feelings and seek support. Staff identify SEND early and work with parents and external professionals.
No. Nursery attendance gives no admission priority and does not guarantee a place. Families apply separately through Birmingham City Council; applications open in October and close in January.
