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Nursery at West Lodge 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 If you spot anything outdated or inaccurate, please let us know.
Doctors, shops and building games sit alongside daily literacy and number work at West Lodge’s nursery. This is an introduction to school with room for pretend play, rather than a day made entirely of lessons. Nursery children themselves highlight playground play and taking books home among their favourite activities.
Part of an independent school in Sidcup, the nursery welcomes children in September after their third birthday, subject to readiness for its more formal routines. There is one nursery class within a school that limits each class to 22 children. That gives families a clear sense of the scale of the provision.
Daily literacy and maths lessons provide the session’s structure. Phonics introduces early reading, while topics chosen around children sit alongside art, sport, science and humanities. The Early Years Foundation Stage (EYFS) brings these experiences together with communication, physical development and learning to manage feelings: preparation for school includes becoming independent, not simply recognising letters and numbers.
Growth Mindset is the named approach. Children begin reflecting on their work in nursery, learning to identify what they could change. The school’s learning powers include curiosity, resilience and concentration, giving children language for the effort involved in learning.
The outdoor learning area extends activities beyond the classroom, and nursery children describe building and pretending to run shops or play doctors. French begins in nursery too. The March 2025 inspection recorded early-years visits from a dentist, vet and paramedic, alongside children meeting police officers at a local station. These experiences connect learning with people and jobs children can recognise.
In March 2025, ISI found that early-years children gained independence and confidence, with staff using role-play and questions to develop their language. The practical implication is clear: conversation is part of learning, with children encouraged to explain ideas and listen to one another.
Settling starts before the first regular session. Younger applicants are offered a taster morning after visiting the school and submitting the registration form and registration fee, subject to a provisional place being available. Once a place is accepted, families receive enrolment information and dates, and transition events help children prepare. In March 2025, early-years transitions were carefully organised to help children feel secure in unfamiliar surroundings.
Soft toy characters representing emotions help children recognise feelings and develop empathy. Early-years staff have training specific to safeguarding, SEND and food hygiene, alongside paediatric first aid. Supervision covers play, rest and the beginning and end of the day, with appropriate adult-to-child ratios maintained.
SEND provision is coordinated across the school, with reasonable adjustments to support access. Children receiving support can have individual education plans; targets are shared with parents and reviewed each term. This makes the support a continuing conversation with families.
Lunch arrangements. Full-day children must take school lunches, with a separate lunch charge; packed lunches cannot replace them. Families choosing longer days need to include that requirement in their planning.
Inspection concerns. The March 2025 inspection called for clearer staff understanding of reporting low-level safeguarding concerns and closer contact with external safeguarding partners. It also sought more consistent prevention of repeated poor behaviour by a small number of pupils. These were school-wide concerns, rather than findings attributed specifically to nursery children.
Nursery attendance should not be treated as an unconditional guarantee of a Reception place. West Lodge’s admissions page gives a qualified assurance: nursery children are guaranteed a place the following September in most cases. That qualification matters when making a longer-term commitment.
Keep the admissions decision separate from transition support. Early-years staff plan moves to the next class so children can become familiar with their new surroundings and feel secure; familiarity itself does not establish an admission entitlement.
Families book between five and ten sessions each week and can later increase their selection. The current fee schedule includes morning-only attendance, full days and combinations of the two. This allows a pattern to be built around the length of day a child needs.
For 2026–27, tuition charges incorporate the universal entitlement of 15 hours each week per term. Lunch is charged separately for full days, and wraparound care carries an additional charge. Contact the school for current charges.
Uniform comes from Graduates Schoolwear, with some second-hand sales organised by West Lodge Parents Association. Enquiries can go to office@westlodge.org.uk or 020 8300 2489. Private or small-group tours usually run on Tuesday and Thursday mornings, with alternative appointments possible.
Children normally start in September after their third birthday, subject to readiness for the school’s more formal routines.
Yes. The fee schedule includes both, including mixed patterns. Children attend between five and ten sessions weekly.
The 2026–27 tuition schedule incorporates the universal early-years entitlement of 15 hours per week per term. Full-day lunches are charged separately.
No. They are expected to have school lunches, and packed lunches cannot be substituted.
Not unconditionally. West Lodge’s admissions page says nursery children are guaranteed a place the following September in most cases, so the assurance has a material qualification.
