The Fields Nursery School: nursery life and next steps

A story bell, seed planting and traditional dances give The Fields Nursery School its character. This maintained nursery school on Galfrid Road in Cambridge caters for children aged two to five. Nursery education is the school’s own purpose here, rather than a department within a primary school.

Ofsted judged the school Good following its inspection on 23 and 24 April 2024. There were 71 children on roll at that time; this was an attendance figure, not a statement of available places. The daily-life findings below relate to April 2024.

Stories connected different parts of children’s learning. Jasper’s Beanstalk linked reading with planting seeds in the nature area, giving children something tangible to connect with the book. Staff added objects, expressive voices and gestures to storytelling. The story bell signalled that children should prepare for a story, helping make the day predictable.

Language teaching went beyond introducing vocabulary: children practised putting unfamiliar words into sentences. Dance and movement were taught in small stages, making new physical skills easier to learn. Traditional dances and foods associated with festivals also introduced children to different cultures.

Outside, imaginative play sat alongside opportunities to practise balance and build strength. Building a teepee gave children a shared task that called for cooperation. These were practical ways to bring physical and social learning together.

Learning sequence. Some curriculum areas still needed clearer decisions about the knowledge children should acquire. Activities occasionally failed to extend existing learning appropriately, so the next learning step was not consistently clear.

Waiting between activities. Some routines left children distracted before the next activity began. More purposeful use of these intervals was needed to support patience and independence.

Home visits helped staff understand children’s needs and shape individual learning plans for children with special educational needs and/or disabilities (SEND). Families received help accessing specialist services, while speech, language and communication support was also provided within the school. This support helped children develop language and sustain concentration.

For children learning English as an additional language, bilingual books accompanied extra teaching. Big Rhyme and family story events invited parents into children’s reading experiences, and parents valued opportunities to discuss development with staff.

Mealtimes also supported learning. Staff gently encouraged children to broaden what they ate, including trying salad at lunch. Touch and taste sessions addressed eating difficulties through exploration. When behaviour became difficult, staff considered its cause and adapted support to help the child develop self-control. Safeguarding arrangements were effective in April 2024.

Attending The Fields does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route and meet the relevant deadline. Choosing nursery provision and securing a school place are separate decisions.

In April 2024, attendance could be part time or full time, with morning, lunchtime and afternoon sessions. Breakfast and after-school clubs provided wraparound care, extending provision beyond the nursery sessions. These are distinct parts of the day to consider when matching attendance to family routines.