The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Bolsover Infant 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 If you spot anything outdated or inaccurate, please let us know.
Play, conversation and learning about feelings give Bolsover’s nursery its character. The provision sits within the school’s Foundation Unit on Welbeck Road, rather than operating as a separate nursery. Its early years work includes Better Bears, a programme that uses stories and practical activities to help children explore emotions. That gives families a concrete example of how emotional development connects with learning here.
Play provides the starting point for the school’s curriculum approach, Making Learning Memorable. Topics give children opportunities to investigate, make things and explore, with time for independent activity as well as working alongside others. The emphasis is on doing and talking about learning, giving children ways to develop ideas rather than simply listen to instructions.
The early years foundation stage (EYFS) curriculum sets out children’s next steps in learning. At the September 2022 inspection, Ofsted found that early years activities had clear explanations, routines were established and learning followed a carefully ordered sequence. Children tackled tasks both on their own and with others, while adults helped build their language and communication. For parents, this describes a day with structure alongside opportunities to practise independence.
Behaviour Buddies provide another practical teaching device. These characters introduce expectations about listening, sharing turns and following instructions. They also encourage children to attempt solutions when something proves difficult. The purpose is to make everyday social expectations understandable to young children, linking participation in learning with how they treat one another.
Better Bears remains part of the school’s recovery curriculum response. In its original pandemic programme, children personalised a bear and created a home for it in a box. Story sessions and creative activities provided starting points for discussing worry, loss and change. These are examples of the programme’s approach, rather than a promise that each new starter receives the original resource pack.
Additional help follows the school’s Graduated Response. Everyday teaching is adapted first; further support can involve a short intervention for a group, followed by more individual provision where needed, including specialist or individual sessions. This gives parents a framework for discussing the level of support their child needs. At the September 2022 inspection, Ofsted identified a school-wide weakness in communicating SEND support: in some cases, the help pupils needed was slow to begin. Families discussing additional needs should ask how agreed support is communicated and put into practice.
Families can also refer concerns to the school’s pastoral team when a child needs help beyond the class teacher. The Pastoral Support Programme addresses emotional, social and behavioural needs. Parents are included in planning, making this a route for bringing difficulties at home and school into the same discussion.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. Derbyshire County Council handles Reception admissions, while the school manages nursery applications. Keep the two applications separate in your planning.
Transition support has its own purpose. Each child’s Learning Pathway includes preparation for changes in their education, alongside learning behaviours and any social or emotional support needed. This preparation concerns the child’s readiness for change; it does not secure admission.
Nursery drop-off takes place at the nursery gate at either 8am or 8.45am. An adult receives children from their parents and accompanies them indoors. Collection uses the same entrance, with children handed over to an adult recorded on their admission form.
To join the nursery waiting list, telephone the school on 01246 823181. Admission paperwork must be returned before a child starts. General enquiries can also go to info@bolsover-inf.derbyshire.sch.uk.
It is part of the Foundation Unit at Bolsover Infant School on Welbeck Road.
Play is the basis of the school’s Making Learning Memorable approach. Topic activities include exploring, investigating and creating, with opportunities to work independently and together.
The school’s Graduated Response moves from adapted everyday teaching to additional group interventions and more individual or specialist support where needed. Parents can also refer concerns to the pastoral team.
No. Reception requires a separate application, with admissions handled by Derbyshire County Council rather than the nursery admissions team.
Contact the school on 01246 823181 to request that your child is added to the waiting list.
