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Nursery at Victor Seymour Infants' School
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 If you spot anything outdated or inaccurate, please let us know.
Learning to listen comes before learning to read at Victor Seymour: nursery children practise telling apart the sounds around them. That gives this school nursery a specific educational starting point, with attention to the skills children need before formal reading begins.
The nursery is part of Victor Seymour Infants' School on Denmark Road in Carshalton. Provision includes three- and four-year-olds. For parents choosing an early education setting, the useful distinction is between joining the nursery now and applying for school later: these are separate decisions.
Sound discrimination is a concrete part of nursery learning. In March 2025, teaching helped children recognise differences between environmental sounds, preparing them for the next steps in reading. The emphasis starts with listening, rather than assuming children are ready to tackle written words.
The Early Years Foundation Stage (EYFS) provides the framework for early learning and care. In plain language, it covers how children communicate, move and manage relationships, alongside early mathematics, literacy, creativity and learning about their world. Reading preparation belongs within that broader picture of development.
Assessment is part of this framework too. Children’s development is followed over time, so learning and support can respond to their needs. For families, that makes progress a continuing conversation rather than a single assessment at the end of nursery.
Getting to know children begins when they join the early years. In March 2025, staff recognised additional needs early and adjusted support accordingly, including for children with special educational needs and disabilities (SEND). The practical significance is that support can be matched to the child from the beginning.
Parents can raise developmental or learning concerns with the class teacher or the special educational needs coordinator (SENCO). Teachers discuss concerns, possible classroom support and what happens following an intervention. This gives families a clear starting point for a conversation about help.
Speech and Language Therapy is one possible source of specialist advice when classroom intervention does not produce the intended progress. Parental permission is sought before external advice. For children receiving the relevant SEN support, a Pupil Passport sets small goals with parent and child involvement; termly reviews consider progress and the next goals.
Nursery attendance does not guarantee a Reception place. Families must apply separately through the normal Reception admissions process and meet its deadline. Keep the nursery decision separate from your Reception application.
The school office handles nursery applications. For the past 2026/2027 entry cycle, completed applications required a birth certificate and address evidence; the deadline was 4.30pm on 15 January 2026. The office could copy original documents. Only the first contact received the outcome letter, so families needed to choose that contact carefully.
For nursery enquiries, contact the office at office@vsi.school or telephone 020 8647 9800.
The nursery provision includes three- and four-year-olds.
Children practise distinguishing sounds in their surroundings, building listening skills before formal reading.
Start with your child’s class teacher or the SENCO. They can discuss your concerns and explain the next steps.
No. Reception requires a separate application through the normal admissions process by its deadline.
Contact the school office at office@vsi.school or call 020 8647 9800.
