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Nursery at Mildmay Primary 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 If you spot anything outdated or inaccurate, please let us know.
Signing the alphabet, exploring Space and learning to recognise everyday sounds give Little Robins a distinctive early years identity. This is Mildmay Primary School’s nursery for children aged 3 or 4 in Chelmsford. British Sign Language (BSL) has its own nursery curriculum, making communication through signs part of learning from the outset.
The early years provision received a Good judgement at the Ofsted inspection on 13 and 14 May 2025. That judgement covers the school’s early years provision, rather than a separately inspected nursery.
Play and children’s interests shape the nursery’s approach. Little Robins describes learning through activities children lead and interactions with adults, with nursery play areas supporting that exploration. The Early Years Foundation Stage (EYFS) brings together learning to communicate, move confidently and understand feelings, alongside early reading, mathematics, creativity and discovering the world. For parents, this means development extends beyond letters and numbers.
Half-term themes give that learning a changing focus. Autumn moves from Amazing Animals to Transport; spring brings Space followed by Plants & Growing; summer explores Minibeasts and then Under the Sea. Counting, recognising patterns and sorting support mathematics, while stories, imaginative play, music and art develop language and expression.
BSL adds another way to communicate. Nursery learning covers the alphabet, colours and numbers 1–10, giving children specific signs to practise. Listening matters too: in May 2025, nursery children were learning to distinguish sounds around them as preparation for later phonics. Across early years, teaching developed mathematical foundations and vocabulary. These are useful building blocks for understanding instructions and expressing ideas.
Each child has a key worker as the family’s main point of contact throughout the year. Short conversations with staff are possible at either end of a session. Tapestry carries achievements and personal messages, and parents can contribute news from home; email and text provide further communication. Parents also have opportunities to share their child’s work and see the nursery’s learning space.
Children who stay for lunch bring a packed meal and eat in the nursery. Hazelnut-based chocolate spreads should stay out of lunchboxes, so alternatives matter when packing food.
Toileting. Children need to be fully toilet trained, or close to dry, before starting. Routine nappy changes are restricted to children with a pre-agreed Intimate Care Plan and/or medical dispensation. Families needing this support should arrange it before their child starts.
The Resource Base for Deaf Children supports nursery-age children alongside hearing peers, with teachers of the deaf and specialist learning support assistants. For wider SEND needs, the school works with parents on adjustments and support through a five-step graduated approach. In May 2025, early years children were well cared for and were learning to discuss emotions, helping them handle relationships and develop ways to cope.
Nursery attendance does not guarantee a Reception place and does not confer priority under the stated admission criteria. Families must make a separate application through the Essex Local Authority portal. Applications close in January, eight months before the September start; late applications use the same route.
Once a school place is allocated, induction includes events for children and parents. A welcome postcard and a transition booklet introduce the teacher and classroom, while an information evening helps parents prepare. These arrangements follow allocation of a place; they do not secure admission.
Parents can request morning, afternoon or whole-day attendance, and choose the number of sessions, subject to availability. Morning sessions run from 8:50am to 11:50am. Afternoon schedules are given as both 12:10pm–3:10pm and 12:15pm–3:15pm, so confirm the agreed timetable when booking.
Government funding provides 15 hours a week once a child turns 3. Eligible families can access 30 hours and must obtain a government eligibility code and pass it to the school office. Staying across lunch carries a daily surcharge for the additional 25 minutes; contact the school for current charges.
Nursery uniform is optional. A royal blue polo shirt is suggested for children who want it. To request provision, complete the Request for Nursery Provision Form or telephone the lower school office on 01245 250021.
Children must be 3 or 4. A start can be agreed for the next available term after their third birthday, subject to availability.
Yes. Morning, afternoon and whole-day patterns are offered, subject to availability. Children staying for lunch bring a packed lunch, and the additional lunchtime period carries a surcharge.
Your child’s key worker is your main contact. Staff offer quick session-time conversations, and Tapestry shares achievements and messages. Parents can also contribute updates from home.
No. Nursery attendance does not confer priority under the stated criteria or guarantee a place. Apply separately through the Essex Local Authority portal; applications close in January before the September start.
No. Nursery uniform is optional, with a royal blue polo shirt suggested for children who wish to wear it.
