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Nursery at Kilham Church of England Voluntary Controlled 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 If you spot anything outdated or inaccurate, please let us know.
Children’s choices help shape the learning here. Kilham’s nursery follows a play-based approach, with teachers and support staff combining activities children choose themselves with teaching in groups and individually. It belongs to the school’s Foundation Stage provision on Millside, Kilham, giving nursery learning a place within the primary school.
The Early Years Foundation Stage (EYFS) provides the framework: children develop skills and experience through play, alongside activities led by adults. Themes respond to children’s interests while covering the framework’s learning objectives. Development Matters guides planning for different stages of development, so the emphasis is on what each child is ready to learn next.
Free-choice play sits alongside number-time, early writing and phonics activities. Adults observe children, join their play and plan focused teaching from what they see. This connects the next activity to the child’s developing skills. Progress observations are also shared with parents and carers, giving families a connection to the learning taking place.
Early reading begins with books, language and activities that help children distinguish sounds. Letters and Sounds guides the progression of phonics skills. For a nursery child, this means practising listening and speaking as preparation for reading, rather than starting with reading alone.
In April 2024, Ofsted found that early-years children established helpful routines, developed age-appropriate mathematical understanding and joined stories and rhymes eagerly. Adults demonstrated pronunciation and introduced vocabulary, using questions during home-corner role play to extend children’s answers. Conversation is part of the teaching, including during play.
The Foundation Stage unit occupies a former classroom that was fitted with replacement doors, flooring and toilets. These are practical features of the space used by the youngest children.
For children with special educational needs and/or disabilities (SEND), the class teacher and SENCO plan support with parents. Learning Passports bring together a child’s provision, needs and targets, and are shared with staff working with them. Depending on individual needs, support can involve individual teaching, small groups or assistance within class activities. Speech and Language Therapy and specialist learning support teachers are among the services the school may consult when needed.
Parents of children on the SEN register, or identified as a concern, are invited to termly meetings about their child’s targets. This gives families a regular opportunity to discuss support and progress. Wheelchair access includes ramps and paths around the school, alongside accessible toilet facilities.
Safeguarding responsibilities include a designated lead and deputy. Staff receive training in paediatric and emergency first aid, providing a practical element of the school’s care arrangements.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through their home local authority by its normal application deadline. East Riding of Yorkshire Council is the school’s admissions authority; families living outside East Riding apply through the authority where they live. There is no supplementary application form. Treat choosing nursery and applying for Reception as separate decisions.
The school office handles enquiries by telephone on 01377 830392 or by email at kilham.primary@eastriding.gov.uk. Visits can be arranged by calling the office, giving families an opportunity to consider the setting before applying.
The nursery follows the Early Years Foundation Stage, combining play children choose with activities led by teachers and support staff. Development Matters helps guide planning.
Children encounter books and language and practise distinguishing sounds. Letters and Sounds guides the development of phonics skills.
The class teacher and SENCO work with parents to plan support. Parents of children on the SEN register, or identified as a concern, are invited to termly meetings about targets.
No. A separate application must be made through the family’s home local authority by its normal deadline.
Yes. Call the school office on 01377 830392 to arrange a visit.
