St John's Church of England Primary School Nursery

Ducklings hatching in the classroom give this nursery a memorable example of learning through real experiences. The nursery class has watched them emerge over the course of a week, bringing the natural world directly into children's play and conversation.

Duckling is the nursery class at St John's Church of England Primary School in Canterbury. The provision caters for three-year-olds on the school site. At the inspection on 23 and 24 January 2024, Ofsted judged the school's early years provision Good. That judgement covers early years within the school, rather than a separately inspected nursery.

Language gives the learning a clear focus. In January 2024, support for speech and vocabulary beginning in Nursery was a particular strength. Across early years, stories and rhymes helped children practise listening and speaking. For a young child, these are foundations for joining conversations and explaining ideas.

The Early Years Foundation Stage (EYFS) brings together seven learning areas. These cover movement, relationships and emotions, communication, early reading and writing, mathematics, creativity and understanding the world. Play, exploration and trying out ideas shape how children learn.

Traditional stories, songs and retelling give children repeated opportunities to use words. The early years approach also includes growing food, snack preparation and Forest School, connecting language with things children can do and discuss. Eating together at a table is another of these shared experiences, with a practical emphasis on participation in a group.

Within the EYFS building, the Puffin room provides space for small-group work, alongside a sensory room. These give staff alternatives to the main classroom when a child's learning or sensory needs call for a different setting.

Settling starts with home visits and opportunities to visit the nursery. Children who need more time can have an extended induction. That allows the introduction to nursery to respond to the child, rather than requiring every newcomer to settle at the same pace.

Additional support sits within the early years team: a SEND coordinator, a speech and language therapist and support staff work with children who have additional needs. An English as an Additional Language specialist also advises the EYFS team on classroom approaches. The combination addresses both communication difficulties and the needs of children learning English.

For children receiving SEND support, families help agree goals and next steps. Support follows a cycle of assessment, planning, putting help into practice and reviewing its effect. Parents receive termly progress reports and meet a member of staff who knows their child three times a year.

Care arrangements include individual plans for children needing toileting support. The EYFS building has an accessible toilet and secure gates, adding concrete provision for access and personal care.

Nursery attendance does not guarantee a Reception place. Families must apply separately for Reception through the normal admissions process and meet its deadline.

Preparation for the change is a separate matter. Reception transition includes home visits, meetings with parents and sessions at school, followed by a gradual increase in attendance during the first week. Children needing help with the change can use books and social stories introducing their next teacher and classroom. Extra visits may be arranged in the summer term where appropriate. These arrangements help children prepare for the move; they do not secure admission.

The school office handles enquiries by telephone on 01227 462360 or by email at office@stjohns-canterbury.kent.sch.uk. Office hours run from 8am to 4pm. Families can use this contact route to make an initial nursery enquiry.