Nursery at St Teresa's Catholic Primary School

Rhymes, sound games and learning to take turns characterised St Teresa's nursery and early years provision at the inspection on 20 and 21 February 2024: children combined listening to language with practising how to be part of a group. Small steps mattered. Recognising a sound and waiting for a turn were different kinds of preparation reflected in those findings.

The nursery belongs to St Teresa's Catholic Primary School on Harris Street in Darlington. The school's provision starts at three. For parents choosing an early years setting within a primary school, the useful focus is the nursery child's experience: what they practise, how routines begin and how that learning prepares them for the next stage.

Playing with language is a concrete part of nursery learning. In February 2024, children enjoyed rhymes and games involving words that begin with matching sounds. This gives early reading preparation an audible, playful form: children listen for similarities between words before progressing to the next stage of learning about sounds.

The distinction matters for families. The nursery activity described here is recognising initial sounds through games and rhymes. It is a starting point for later phonics, rather than a reason to judge a nursery child by how many written words they can already read.

Social learning accompanied that language work at the February 2024 inspection. Early years children practised cooperation, sharing and turn-taking. These are concrete things to look for in a child's developing nursery experience: joining in with others, allowing someone else a turn and taking part in a shared activity.

In February 2024, Ofsted found that early years routines were established effectively from children's first days. That gives the start of nursery a practical emphasis. Learning the routines is part of beginning here, alongside learning to participate with other children.

For a child getting used to a group setting, the connection between routines and social learning is useful: taking turns and sharing are skills to practise, rather than simply expectations to meet. The early years findings describe both the routines adults establish and the cooperative habits children learn. Together, they offer a specific picture of support at the beginning of the nursery experience.

Reception admission. Attending the nursery does not guarantee a Reception place at St Teresa's. Families must apply separately through the normal Reception admissions process and meet its deadline. Treat choosing a nursery place and applying for a school place as two decisions.

The learning connection is separate from that admissions question. Nursery rhymes and initial-sound games prepare children for later phonics learning. That is educational preparation; it should not be read as an entitlement to a place.

St Teresa's is on Harris Street, Darlington, DL1 4NL. For nursery enquiries, contact the school on 01325 380754 or email admin@stteresasdarlington.bhcet.org.uk.