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 Rossington St Michael's CofE Primary 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 If you spot anything outdated or inaccurate, please let us know.
Books, conversation and learning through play give this nursery its character. Nursery, also called Foundation Stage 1 (FS1), forms part of Rossington St Michael's CofE Primary School on Sheepbridge Lane in Doncaster. Children can begin in the term after turning three, and funded provision covers three- and four-year-olds. The nursery admission number for 2026–2027 is 39.
In March 2026, Ofsted judged the school's early years provision to meet the Expected standard. That judgement covers early years within the school, rather than a separate nursery inspection.
Play combines children's own choices with activities directed by adults, indoors and outside. The Early Years Foundation Stage (EYFS) brings care and learning together: making friends, managing feelings, talking and physical development sit alongside early literacy, maths, creativity and exploring the world. For parents, that means learning extends beyond work with letters and numbers.
Practical activities give those areas substance. Children count collections of objects, investigate living things, make models and paintings, and share stories. Running and jumping develop larger movements; scissors and pencils build control in smaller ones. Singing and dancing add other ways to express ideas. These activities give children several routes into learning, through movement, conversation and making things.
Reading has a clear place in the early years curriculum. In March 2026, children used phonics from organised teaching during activities they pursued independently, and staff implemented the curriculum effectively. The emphasis on books helps connect guided learning with children's own play.
Adult interaction. In March 2026, conversations between staff and children often helped reinforce learning, but their quality varied and vocabulary development was not consistently supported. Improving those exchanges was an early years priority. Families should weigh that specific concern alongside the curriculum's focus on language and communication.
Parents can contribute to children's learning profiles, while progress records use Development Matters guidance. Stay and Play sessions give families opportunities to join school life and children's learning. In March 2026, partnership with parents supported learning beyond the school day, making home involvement a useful part of the early years experience.
For children with special educational needs and disabilities (SEND), support involves the class teacher and SEND coordinator. When staff raise concerns, they discuss examples with parents before agreeing next steps. Termly progress meetings allow families to review support and contribute to decisions, rather than simply receive an update.
Physical care facilities across the school include an accessible toilet and a changing room equipped with a bed and hoist. These are concrete features for families considering mobility or personal care needs. Parents are also asked to inform staff about medical conditions and changes at home.
Nursery attendance does not guarantee a Reception place and does not confer priority under the 2026–2027 admission criteria. Families must make a separate Reception application through Doncaster Council's primary year-of-entry route by the deadline for their child's admission cycle. Treat that application as a separate task from arranging nursery attendance.
For children with SEND, moves between classes may involve individual planning with parents and teachers. That preparation concerns the child's support needs; it does not change the admission decision.
Morning nursery runs from 8:30am to 11:30am, with an afternoon session from noon to 3pm. Children attending for 30 hours have a day running from 8:30am to 2:30pm. The different finishing times matter when arranging collection.
The 15-hour entitlement operates over 38 weeks. Eligible working families can use up to 30 funded hours each week during term time, providing an eligibility code to the school and renewing eligibility every three months. Extended hours can involve charges; contact the office for current charges and arrangements.
Children are dropped off at the FS1 gate for the morning session. Families are encouraged to leave children there to build independence, and must tell staff when someone different will collect their child. School uniform is required, with belongings clearly labelled.
To arrange a tour, call 01302 868284. Nursery enquiries and questions about extended hours can also go to enquiries@smp.dsat.education.
Children can start in the term after their third birthday, subject to places being available.
Morning sessions are 8:30am–11:30am and afternoons are noon–3pm. The day for children attending for 30 hours is 8:30am–2:30pm.
The nursery offers 15-hour and 30-hour funded places. The 15-hour provision covers 38 weeks; eligible working families can access up to 30 hours a week during term time.
No. Nursery attendance neither guarantees a place nor gives priority under the 2026–2027 admission criteria. Apply separately through Doncaster Council.
Parents can contribute to learning profiles and attend Stay and Play sessions. Families of children with SEND also have termly meetings to review progress and support.
