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Nursery at Lower Fields Primary Academy
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 If you spot anything outdated or inaccurate, please let us know.
Books and language give this nursery its direction. Lower Fields Primary Academy places early reading alongside its aims for children’s confidence and aspirations, with nursery provision known as FS1 within the school in Bradford.
The nursery caters for three- and four-year-olds. Its 2025–26 arrangements describe 26 nursery places, allowing a maximum of 52 universal part-time places across the provision. These are different measures: the larger figure does not mean 52 children attend together.
The Early Years Foundation Stage (EYFS) is the nursery’s starting point for learning and development. Children’s progress across learning areas is checked regularly, helping staff identify when a child needs additional assessment or support. The school aims to build language from the beginning of children’s time here, so communication is a central thread rather than an isolated activity.
Read Write Inc. provides daily phonics across the early years. Children use books matched to their knowledge of sounds to practise reading at school and at home. The Reading Enhanced Curriculum also begins in early years, using an age-appropriate book to introduce learning and prompt questions. Together, these approaches connect learning to read with using stories to explore ideas.
In May 2023, early-years children explored numbers through story activities, including counting fruit and investigating different ways to show a number. Books went home from the outset in a special book bag. That gives families a practical connection between classroom learning and reading together.
The wider school grounds include the enclosed Kinaesthetic Park, with two outdoor classrooms, turrets and a porthole door. Story circles, a pond for dipping and a den-building area add different settings for outdoor learning. These are school facilities, rather than a description of a separate nursery garden.
Before children start, staff meet parents to discuss their strengths and needs. Where SEND has already been identified, the SEND coordinator works with the family and involved professionals on an individual transition. This gives parents a way to explain the support their child needs before attendance begins.
For learning concerns, the class teacher or key worker is the first contact. Children receiving SEND support have plans discussed with parents and reviewed each term. The school commissions speech and language therapy, including assessment and guidance for staff and families. Thrive supports the identification of social and emotional needs and the planning of individual interventions.
Facilities Management provides school catering, with menus changing each term and a three-week rotation. Drinking water is freely accessible, and children are encouraged to use reusable bottles. The school building is on one level, with wide corridors and accessible toilets, practical features for families considering physical access.
Nursery attendance does not guarantee a Reception place. Under the 2025–26 arrangements, it did not confer Reception priority, and parents needed a separate application using the Local Authority’s Admissions Preference Form. Families must apply again through the normal Reception process by its deadline.
Transition support is a separate matter. For children needing additional help with a class change, including a move from nursery, arrangements may include meetings with the new teacher, classroom visits and photographs for a transition booklet. These help children become familiar with people and places; they do not change admission rights.
The 2025–26 nursery model combined universal provision with extended places offered only after universal allocations and subject to space. Requests for fewer than five sessions or 15 hours a week were considered alongside other applications. Eligible extended entitlement added up to 15 hours.
For children already aged three, paid attendance before the term following their birthday was conditional on vacancies remaining after universal and extended allocations, with payment made termly in advance. Contact the school for current charges.
Nursery applications go directly to the school, with a waiting list and an application form covering attendance patterns. Enquiries can be made on 01274 422043 or at info@lfpa.org.uk; visits can also be arranged by contacting the school.
Nursery uniform includes a blue school-logo sweatshirt or cardigan, a white polo shirt, grey or black bottoms and plain black shoes or boots. Label clothing and belongings so misplaced items can be returned.
The nursery provision is for three- and four-year-olds. The 2025–26 arrangements allowed funded entry from the term after a child’s third birthday.
No. Reception requires a separate application. Nursery attendance did not confer priority under the 2025–26 arrangements.
Early years uses daily Read Write Inc. phonics, alongside books matched to children’s sound knowledge. The Reading Enhanced Curriculum uses books to introduce learning and discussion.
Staff discuss children’s strengths and needs with parents before entry. For identified SEND, the SEND coordinator works with families and professionals to tailor transition support.
Contact the school on 01274 422043 or email info@lfpa.org.uk. Families can contact the school to arrange a visit.
