Chester-le-Street CE Primary School Nursery

Teacher-led learning starts with Rainbows for two-year-olds, with 15 hours of provision, alongside the nursery’s 30-hour EYFS offer. These are parts of the school’s own early years provision at Hilda Park, rather than a separate nursery setting. The distinction gives parents two named starting points within the same school.

In Ofsted’s report dated 9 December 2025, early years reached the Expected standard. Its findings cover the early years provision collectively: exploration, growing independence and children’s relationships with adults are central strengths. Historically, a significant minority of children had been insufficiently prepared for their next educational stage; the recently developed provision for two- and three-year-olds was beginning to help address that concern.

Conversation has a clear purpose here. The Early Years Foundation Stage (EYFS) curriculum places language, communication and children’s personal development first. Adults develop children’s vocabulary through their exchanges with them, making everyday interaction part of learning rather than simply giving instructions.

Songs, stories and rhymes help introduce early literacy and mathematics. Children learn sounds, then have opportunities to use and revisit them. Number understanding develops alongside this early reading work. Activities also build control of both larger movements and smaller hand movements, bringing physical development into the learning day.

The learning environment encourages children to investigate and become more independent. Activities develop creative thinking, the ability to solve problems and social and emotional skills. Most children maintain their attention during activities and conversations, show awareness of other children’s needs and understand familiar routines. For parents, the emphasis is on learning to participate as well as acquiring early academic skills.

Warm relationships give children a secure basis for learning. Within the December 2025 early years findings, adults’ interactions with children were positive, and children understood the routines and expectations around them. That combination makes care and learning closely connected.

Early identification of difficulties is another clear priority. Staff look for delays in speech and language, communication difficulties and other obstacles to learning, then use targeted help to support progress from each child’s starting point. Families with concerns about additional needs can discuss them before their child starts, allowing support to be planned in advance. The SENDCo can be contacted through the school office.

Before admission, parents supply information about health needs, dietary preferences and allergies, alongside emergency contacts. These details give staff practical information for caring for the individual child; parents must update them when circumstances change.

Attending the nursery does not guarantee a Reception place. Families must make a separate school-place application through Durham County Council and meet the deadline for their child’s entry year. Treat this as a distinct application, even when a child already attends nursery.

The shared EYFS framework provides educational continuity across the school’s early years stages. That curriculum connection should be kept separate from the decision about allocating a Reception place.

Rainbows provides 15 hours for two-year-olds; the nursery offer provides 30 hours. Both are teacher led.

For enquiries, contact the school office on 0191 388 2328 or email office@clsdurham.co.uk. Visits can be arranged through the office, giving families an opportunity to see the school before making their choice.