St Margaret’s Nursery at St Mary’s Calne and St Margaret’s Prep

Ten-pin bowling, choosing tools for a shed and arranging a picnic blanket give St Margaret’s early years provision a practical character. These are activities with a purpose: children practise speaking, making choices and working together through play. Small tasks carry real learning.

The nursery belongs to St Margaret’s Prep, the co-educational part of St Mary’s Calne and St Margaret’s Prep in Calne. In February 2025, there were two nursery classes. That places the provision within a prep-school setting, while the activities described for its youngest children keep the emphasis on early development rather than older pupils’ academic work.

Language develops through action here. In February 2025, adults used a small-group bowling activity to introduce words describing speed, care and accuracy. Children could connect vocabulary with what they were doing, giving the words an immediate meaning rather than treating them as an isolated exercise. The activity combined physical play with opportunities to communicate clearly.

Shared practical tasks also support social development. Children in the early years chose tools for building a shed and worked on laying out a picnic blanket. Both examples called for noticing other children and communicating with them. The learning extends beyond completing the task: children have a reason to exchange ideas and take part in something together.

Outdoor learning adds a physical dimension. In February 2025, the early years outside spaces encouraged exploration and the development of movement skills. Those spaces matter because investigating the environment and being physically active are part of the learning itself. Together, these examples show learning through conversation, movement and shared activity.

Support responds to the child. The February 2025 ISI inspection found that early years staff understood children’s needs and adapted their help, with leadership supporting children’s development effectively. For parents, the useful distinction is the attention to individual needs: the provision was assessed on how adults responded to children, as well as on the activities offered.

Communication receives specific support. Speech and language therapy can be arranged by the school where appropriate, alongside the vocabulary-building work within play. This connects everyday language development with additional help for children who need it.

The February 2025 inspection found that early years staff received regular training and an induction when starting work at the school. They understood the need to raise concerns promptly, making awareness of children’s needs part of their safeguarding responsibilities too.

Nursery attendance does not guarantee a Reception place. Families must apply separately for Reception through the normal application process and meet the relevant deadline. Treat the decision about nursery care and the application for the next stage as separate decisions.

For an initial enquiry, contact the school office at office@stmaryscalne.org or telephone 01249 857200. A contact form also accepts enquiries. Refer to the school for current charges.