Nursery at Lapage Primary School and Nursery

Recognising numbers, starting to count and learning to do more independently give Lapage’s nursery its character. In June 2025, early years children showed curiosity and enthusiasm, with adults using language to develop their thinking. These are foundations for learning, rather than simply preparation for a school timetable.

Nursery entry is for three-year-olds. The provision belongs to Lapage Primary School and Nursery on Barkerend Road in Bradford, with morning and afternoon sessions across Monday to Friday.

Independence is a deliberate part of the early years learning environment. In June 2025, learning areas were organised to help children become more independent, while adults demonstrated activities and used conversation to encourage further thinking. Children therefore had both space to develop their own capabilities and adult help to extend their learning.

Number learning starts concretely: nursery children recognise numbers and begin counting. Early years reading also had a positive start in June 2025, supported by staff trained in phonics and clear pronunciation of sounds. The emphasis is on establishing the building blocks children can use as their learning develops.

FFT Success for All Phonics is the named reading programme used in EYFS. Children are assessed, grouped and given reading books suited to their learning. Early years children also take home a phonics book to read and a library book for sharing, giving families two different ways to support reading together.

Early reading and writing. In June 2025, some pupils at the initial stages of reading still had insecure phonics knowledge and difficulty using it in writing. Letter formation and presentation also needed greater consistency across the school. These concerns matter alongside the positive early years findings when considering how reading develops into writing.

For children with additional needs, assessment can take place before entry when a need has already been identified, or on entry. The school works with Early Years Specialist Teachers and Speech and Language Therapy Services, among other professionals. This gives families a route to discuss learning and communication needs from the outset.

An Early Nurture classroom supports children with complex and delayed language and communication difficulties. A sensory room is also part of the school’s support provision. These are school facilities; the support appropriate to an individual child depends on their needs.

Parents of children with SEND can meet their teacher three times a year and request additional meetings. Support follows Assess-Plan-Do-Review: needs are considered, support is planned and carried out, then its impact is reviewed. That creates opportunities to adjust provision with parents involved in the discussion.

Safeguarding concerns can be raised directly with the school’s Safeguarding Team by telephone or email, giving families a clear contact route for worries about a child.

Attending Lapage’s nursery does not guarantee a Reception place. Families must apply separately through Bradford’s coordinated school admissions scheme. The application window usually runs from mid-October to mid-January; check Bradford Council’s specific dates for the relevant intake.

Transition support for children with SEND is a separate matter from admission. Staff share information during transition meetings, arrange extra visits to the next classroom and teacher, and use social stories where needed. This helps make the change more familiar while leaving the Reception application as a separate responsibility.

Morning sessions run from 8.20am to 11.30am, Monday to Friday. Afternoon sessions begin at 12.15pm. Two afternoon collection times are given: the nursery timetable ends at 3pm, while the general school-day wording gives 3.15pm for Nursery PM children.

To request a nursery application pack and arrange a visit, contact the school directly. The office can be reached on 01274 669100 or at Mainoffice@lapage.nsat.org.uk. This is the nursery enquiry route, distinct from the council route for Reception.