The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Holly Grove 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 If you spot anything outdated or inaccurate, please let us know.
Independent play and learning with other children give Holly Grove’s early years provision its character. The nursery belongs to Holly Grove Primary Academy in Chase Terrace, Burntwood, bringing children into a school setting from the start.
In April 2026, Ofsted judged the school’s early years provision to meet the Expected standard. That judgement covers early years within the school; it is not a separate nursery rating. Its strengths include inclusion and a curriculum shaped around children’s needs, alongside a clear concern about the consistency of adult interaction.
Play has a clear educational purpose here. Within the Early Years Foundation Stage (EYFS), children learn independently and alongside others, with activities supported by an organised learning environment. Art learning includes handling materials and tools safely and trying different techniques. Children experiment with colour and texture, explore design and form, and investigate function. Staff assess what children can already do and get to know their interests and personalities. Those starting points help shape what they learn next, rather than treating the group as though everyone needs the same thing.
The early years curriculum helps children build knowledge progressively. In April 2026, children were making good progress through it. Small-world resources include dolls using wheelchairs, giving children a concrete representation of disability within play.
Adult interaction. Questioning usually helps children take their learning further, but its quality varies during the day. Some opportunities to develop children’s thinking are missed as a result. For parents, how adults extend a child’s play is an important point to discuss alongside the activities themselves.
Settling starts before the first nursery term. For children joining in September, weekly visits take place during the preceding summer term, and parents have an induction evening. A meeting with each parent gives staff an opportunity to learn about the child’s background and discuss concerns. Where children already attend another setting, staff visit them there and exchange information with the adults who know them. This gives the new team something practical to build on.
Additional needs have an early years coordinator as well as the school’s wider SEND team. In April 2026, early years support benefited from close working with outside agencies, especially for children needing help with speech and language. EYFS staff received Makaton training in summer 2025.
Children on the SEND register receive an Individual Learning Plan each term, with parents involved in its targets and reviews. Concerns can first be raised with the class teacher, including through Class Dojo or an appointment arranged by the office. Children with medical conditions have individual care plans, involving parents and relevant healthcare professionals where applicable. These arrangements give families defined routes for sharing information and reviewing support.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal admissions round, with preferences handled centrally by Staffordshire County Council, and meet the deadline for their entry year. For 2027/28, nursery attendance confers no priority under the oversubscription criteria.
Class transition is a separate matter. Teachers exchange information about children’s needs and support before they move up. Two transition sessions, further informal opportunities to meet the new teacher and a leaflet about the next class help children become familiar with the change. Familiarity supports the move; it does not determine admission.
Drop-off and collection use the Nursery gate. The school gates open at 8.40am and close at 8.50am, with year-group staff stationed at the gates. This gives families a specific entrance to use.
For nursery enquiries, contact the school office on 01543 278620 or email office@hollygrove.staffs.sch.uk. Parents can also attend an introductory walk around with the Early Years Lead as part of induction.
No. Reception requires a separate application through Staffordshire County Council. Nursery attendance gives no oversubscription priority for 2027/28.
For September starters, induction includes weekly summer-term visits, a parent evening and an individual meeting with parents. Staff also liaise with a child’s previous setting where applicable.
In April 2026, early years met the Expected standard. Inclusion and progress were strengths, while adult questioning and interaction needed greater consistency.
Raise concerns with the class teacher first. The early years SEND coordinator and wider SEND team can help plan further support, with termly plans and reviews for children on the SEND register.
Nursery children use the Nursery gate for drop-off and collection. School gates open at 8.40am and close at 8.50am.
