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Nursery at Studfall Infant Academy
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 If you spot anything outdated or inaccurate, please let us know.
Stories, songs and learning through play give Studfall’s nursery its clearest character. This is the nursery within Studfall Infant Academy on Rowlett Road in Corby, with both full-time and part-time places. The academy describes curiosity, kindness and growing self-belief as priorities, giving families a picture of the habits it wants children to develop alongside their learning.
In November 2022, Ofsted found that children began their early education well, with language development a clear focus. That finding concerned early years within the school; it was not a separate nursery rating.
Language learning takes a concrete form here. In November 2022, nursery children explored colour vocabulary through a story involving mixing colours. Songs and rhymes also supported language development, while adults read aloud daily with expression. These activities connect new words with something children can hear, imagine and discuss, rather than treating vocabulary as an isolated exercise.
The Early Years Foundation Stage (EYFS) includes personal, social and emotional development. At Studfall, this means helping children discuss emotions, build friendships and become more independent. Learning to distinguish acceptable behaviour from unacceptable behaviour is part of that work too. For a parent, these are useful everyday skills: joining in with other children and being able to explain a feeling matter alongside learning new words.
Play also provides the setting for children with an Education Health and Care Plan (EHCP) to learn beside their mainstream peers. Support can accompany whole-class activities, paired tasks or individual work, so participation can take different forms according to a child’s needs.
Additional help is coordinated by the SENDCo, with class teachers planning support in consultation with that role. Most children receiving extra support have an Individual Education Plan (IEP), using specific targets to track progress. This gives discussions about a child’s learning a concrete focus.
Within early-years resourced provision for children with an EHCP, adaptations can include quiet zones, sensory play and visual schedules. Communication support may use Intensive Interaction or PECs. These are practical ways to adjust how a child accesses activities and communicates, rather than expecting every child to participate in the same way.
The academy also works with the Speech and Language Service through an agreement providing regular therapist contact. This supports referrals, programme reviews and staff delivering individual programmes. Class Dojo provides another connection between staff and families, alongside its use to recognise positive behaviour.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the local authority’s admissions process. For September entry, the deadline is midday on 15 January in the preceding admissions year. Treat that application as a separate step when planning your child’s move from nursery.
Nursery applications go directly to the academy. Contact the office on 01536 264540 or email admin@studfallinfantacademy.org to make an enquiry. Full-time and part-time places give families two broad attendance options; nursery hours differ from the academy’s school-day hours.
No. A separate application is required through the local authority’s admissions process.
For September entry, applications must reach the local authority by midday on 15 January in the preceding admissions year.
Contact the academy directly on 01536 264540 or at admin@studfallinfantacademy.org.
Stories, rhymes and songs support language development. In November 2022, nursery children learned colour vocabulary through a story about mixing colours.
The SENDCo coordinates support with class teachers. Early-years children with an EHCP learn alongside mainstream peers, with adaptations and individual or group support according to their needs.
