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Nursery at St Anne's CofE Primary 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 If you spot anything outdated or inaccurate, please let us know.
Short carpet sessions, child-led play and an outdoor space used throughout the year shape nursery life at St Anne's. This governor-led provision sits on the primary school site in Bishop Auckland, with a nursery class teacher and teaching assistant forming part of the wider early-years team.
Children usually join in the term following their third birthday. Full-time and part-time places give families different attendance options, while the nursery's close working relationship with the school's other early-years class brings shared experiences and familiar adults into the picture.
A session combines brief teaching on the carpet with time for children to choose their own play. Planned work in small groups provides additional help in specific areas. The balance gives children opportunities to pursue an interest, alongside activities with a clear teaching purpose.
The Early Years Foundation Stage (EYFS) brings together learning to communicate, move, manage feelings and explore ideas, alongside early literacy, mathematics, creativity and understanding the world. Play is the main vehicle. Children make choices, investigate materials and join adult-led activities, with independence included in the school's curriculum approach.
Dialogic reading is a named nursery practice: adults ask about the story and invite children to predict what could happen next. Books become conversations. Rather than simply listening, children have opportunities to explain their thinking and practise expressing ideas.
Both indoor and outdoor spaces support learning. Outside, building on a larger scale and climbing provide physical challenges as well as opportunities for investigation. Across EYFS, examples of design activities include making a habitat for a bear from recycled materials or constructing a farm with wooden blocks. Larger outdoor equipment can become an obstacle course or a setting for pretend play, giving children practical reasons to plan, build and discuss their creations.
In October 2024, early-years children settled into routines promptly, sustained their attention and listened to one another during group discussion. These are useful foundations for participating in a session, alongside the opportunities for play and exploration.
Before starting, children are invited to visit with a parent. Families can also take part in their child's learning at points during the year, creating opportunities to connect home experience with nursery activities.
Chartwells Schools provides school catering, and the meals page includes a nursery menu for autumn and winter 2025–2026. Its medical-diet process addresses allergies and intolerances. Before admission, families supply dietary and health information, emergency contacts and details of parental responsibility, so staff have the information needed for care.
For SEND, parents are asked to discuss identified needs before their child starts. The school's support process uses an individual SEN Support Plan and a cycle of assessing needs, planning help, putting it into practice and reviewing progress. Visual prompts for language delay and additional adult modelling are concrete examples of support. Parents can discuss concerns with the class teacher or SENCO and participate in support-plan reviews.
Checking support's impact. In October 2024, the school needed to evaluate SEND support more thoroughly. This was a school-wide concern, relevant to families discussing how their nursery child's support and progress will be reviewed.
Nursery attendance does not guarantee a Reception place. Families must make a separate school application through Durham County Council's School Admissions at County Hall, following the normal application timetable.
Preparation for that change is a separate matter. Nursery children make visits to the Reception classroom and become acquainted with its staff through shared provision, early-years trips and events. Some make the transition gradually during the final summer term. These experiences build familiarity; they do not secure admission.
The nursery's funded model provides three- and four-year-olds with 15 hours each week across 38 weeks, spread over at least three days. The school directs families to Childcare Choices for eligibility information about 30 hours. Contact the school for current charges.
Apply directly to the school, completing the forms through its office. Nursery enquiries can be made on 01388 603359. Nursery after-school care runs from 2.45pm to 3.30pm.
EYFS clothing includes a light blue polo and burgundy jumper or cardigan, with suitable bottoms chosen by parents. Children need a named water bottle, waterproof coat and labelled wellies to keep at school. Pack spare clothing too. Dressing independently is encouraged, making easy-to-manage clothes a practical choice.
Children most often start in the term after their third birthday. Families are contacted by letter or telephone and invited to visit with their child.
Short carpet sessions sit alongside self-directed play and planned small-group support. Children use indoor and outdoor learning spaces.
The nursery describes 15 hours a week for three- and four-year-olds over 38 weeks, used across at least three days. It directs families to Childcare Choices for 30-hour eligibility information.
No. Families need a separate application through Durham County Council's school admissions process. Classroom visits and shared activities prepare children for the change but do not secure a place.
Contact the school office on 01388 603359. Nursery applications are made directly to the school, with the necessary forms completed through the office.
