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 Durham Cathedral Schools Foundation
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 If you spot anything outdated or inaccurate, please let us know.
A Cathedral-site nursery with a choice of short sessions and full days gives Chorister School’s youngest children several ways to begin school life. This is the FS1 provision for children aged three to four within Durham Cathedral Schools Foundation, based at The College in Durham. The January 2026 ISI inspection recorded one nursery class.
Period classrooms and outdoor learning spaces give the wider Chorister School its physical character. For families considering the nursery, the combination of an early years curriculum and different attendance patterns is the practical draw: children can start with mornings or afternoons rather than immediately taking full days.
Adult-guided learning sits alongside activities children choose themselves. In January 2026, early years teaching responded to children’s interests and development, with staff observations and learning journals shaping subsequent activities. The Early Years Foundation Stage (EYFS) covers the beginnings of reading and number work alongside speaking, relationships and movement. Here, those strands are developed together rather than treated solely as preparation for formal lessons.
Conversation has a clear purpose. Adults help children listen for longer, stay involved and put their ideas into words, building the confidence to contribute to discussions. Support and additional challenge are matched to their development, so the learning can change as children become more capable.
Indoor and outdoor play both contribute to physical development. Planned activities build small movements and larger body movements, while regular work with adults helps children recognise feelings and learn how to manage them. This gives the nursery day a social and emotional purpose alongside early literacy and numeracy.
Settling can begin before the first session. Taster sessions help children become familiar with school, and a visit to their home or existing nursery may also support the change. Families complete a developmental self-assessment, giving staff information about the child before entry.
Early years staffing in January 2026 maintained suitable adult-to-child ratios, and staff had paediatric first-aid training, including for care while children eat. Lunch can be added to morning or afternoon attendance through the session options. Morning wraparound includes a snack breakfast; a later afternoon care period includes a snack and drink.
The Foundation’s SEND policy uses assessment, planning, action and review, with parents contributing to individual Learning Profiles. Support is subject to what the school can reasonably accommodate. Physical access. Chorister School’s older Cathedral-site buildings contain numerous steps and staircases, making the route between spaces a practical consideration for children with restricted mobility.
Inspection actions. In January 2026, school-wide concerns included delays in carrying out open-site risk measures, policy updates and accurate recruitment records. Attendance and relationships and sex education policies were corrected during the visit, as were discrepancies in staff files; overdue employment checks had been corrected beforehand. These matters warrant attention alongside the early years care findings.
The Foundation’s admissions policy gives this independent nursery a specific progression arrangement: children already admitted move automatically into the next year group, with exceptions at later stages that do not include the move to Reception. Existing nursery families therefore follow that internal progression arrangement, rather than a separate local-authority Reception application.
Preparation for the next stage also has a developmental basis. Early years work builds independence, confidence and the ability to get along with other children. That practical preparation is separate from the policy governing progression.
For 2026–27, morning attendance runs from 8.30am to 11.30am and afternoon attendance from 12.20pm to 3.20pm. Lunch extends the morning to 12.20pm or brings the afternoon start forward to 11.30am. Full days run from 8.30am to 3.20pm, with mixed patterns and a five-day option.
The session sheet includes 15 funded hours, with additional attendance, lunches and wraparound charged according to the chosen pattern. Wraparound periods cover 7.30am to 8am and 3.30pm to 6pm. Ask the school for current charges and a quotation for part-time attendance.
Enquiries go to admissions@dcsf.org.uk or 0191 731 9270. In-person visits, virtual tours and taster opportunities are offered throughout the year, allowing families to explore the setting before applying.
FS1 is for children aged three to four.
Yes. The 2026–27 session sheet offers both, with optional lunch extensions, mixed attendance patterns and full days.
The session sheet includes 15 funded hours. Additional attendance, lunch and wraparound charges depend on the option chosen.
The Foundation’s admissions policy provides automatic progression for children already admitted, with no listed exception between nursery and Reception.
Contact the Admissions Office at admissions@dcsf.org.uk or 0191 731 9270. Chorister School offers in-person and virtual tours, school visits and taster days throughout the year.
