Nursery at St Peter's CofE Primary and Nursery School

Stories, outdoor play and learning to manage your own coat give this nursery its character. At St Peter's in Gringley-on-the-Hill, nursery children belong to the Foundation Stage Unit, where independence is encouraged throughout the day. Adults help when needed, while leaving children room to try things for themselves. That makes everyday dressing and choosing activities part of learning, too.

The Early Years Foundation Stage (EYFS) combines activities chosen by children with teaching led by adults. Resources are within children's reach, so they can make their own selections. A storytelling area and spaces for role play give books and imagined situations a physical home. Number learning combines adult guidance with activities children can explore independently, giving them opportunities to practise what they have learnt.

Read Write Inc takes place daily for nursery children, through stories, nursery rhymes, word games and work on finger control. This is an introduction built around listening, language and practical activity. Dough disco adds exercises using dough to practise the hand movements needed for fastening clothes, cutting and writing.

Half-term topics connect different activities. Traditional Tales has included making porridge, constructing castles and building bridges for the Three Billy Goats. Outside, Foundation Stage play has included an ice cream stall, a seaside shop and a puppet theatre: settings that give children reasons to talk and play together. The unit also uses the school playground and field.

At the March 2024 inspection, Ofsted found that early-years children settled readily into learning routines and that adults extended their vocabulary through questions and conversation. Nursery children joined enthusiastically in expressive story reading, while independent number activities developed mathematical understanding.

Self-care receives practical attention. Children are encouraged to try shoes, buttons and coat fastenings themselves, with help and encouragement from adults. Spare clothing can go in a book bag for toilet accidents. These small tasks give children repeated opportunities to become more independent.

Communication goes both ways. Parents can speak with the Foundation Stage team before or after school, and milestones noticed at home can be passed on for inclusion in children's learning journeys. That gives staff a picture of development beyond the classroom.

Resilience Reaps Rewards brings short celebratory dancing and guided relaxation into the unit. The school uses these activities to support children's ability to manage their feelings. Cooking also provides shared experiences: Foundation Stage children have chopped carrots for soup and made bread, then tasted their work.

For children with special educational needs and/or disabilities (SEND), the school's approach starts with assessment by staff or external agencies, followed by support shaped around individual needs. Parents are involved, and advice from specialists outside school can be sought. The school office provides access to the special educational needs co-ordinator.

Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet the deadline for their child's entry year. Treat that application as a separate task from arranging nursery attendance.

Transition activities address familiarity rather than admission. Nursery children have taken part in a Transition Day, trying the role of Reception children for a day alongside new starters attending stay and play. This gives children a chance to experience the next stage before the move.

Nursery applications use the Foundation Stage 1 application form. Enquiries can go to the school office on 01777817330 or by email to secretary@st-peterscofe.notts.sch.uk.

Outdoor clothing needs to suit the weather and be labelled. Children need a filled water bottle containing plain water, and those bringing a packed lunch need their lunch bag or box. Clothing and shoes may get dirty during play, so choose items that can cope with practical activities.

Collection follows a clear handover: parents wait back from the fenced area, and staff send children over when they identify their adult. Late arrivals use the main entrance and register at the office.