St Michael's Catholic Primary School Nursery, Esh Village

Balance bikes, planting and animal encounters give this nursery a practical character. Opened in September 2024, it is St Michael's Catholic Primary School's own provision for children aged 3 and 4 in Esh Village. Its approach centres on learning through play, combining children's choices with activities guided by adults.

Children have room to investigate, make choices and persevere. The Early Years Foundation Stage (EYFS) brings together communication, relationships, physical development, literacy, maths, understanding the world and creative expression. Here, adult-guided learning and children's own play work alongside each other, with children's interests helping shape activities.

Daily stories, songs and rhymes give language a regular place in the day. Children practise listening, asking questions and expressing what they need. Familiar tales include Goldilocks and Jack and the Beanstalk; props help children retell stories through play. The emphasis reaches beyond remembering a story to finding words for their own ideas.

Physical learning is concrete. Outdoors, children explore scooters, trikes, balance bikes and a climbing wall. Painting and mark-making happen indoors and outside, while threading, tweezers and pegs exercise the smaller movements needed to control tools. Putting on wellington boots and managing coat fastenings turn everyday tasks into opportunities for independence.

The class garden provides opportunities to observe vegetables and plants growing. Animal learning also extends beyond the classroom: nursery children have visited Hall Hill Farm to meet and feed animals. These experiences give children something tangible to discuss. Catholic religious learning includes belonging, friendship and caring for the world, alongside encounters with Judaism and Islam.

Settling is treated as a gradual process. Children practise separating from their families with an adult's help, develop relationships with familiar staff and learn to seek comfort when feelings become overwhelming. Classroom toilet facilities and handwashing are part of their growing independence. Using spoons, forks and later knives is also built into the learning sequence.

For children with special educational needs and disabilities (SEND), the class teacher and SEND coordinator plan support together with parents. Individual SEND Support Plans identify needs, intended outcomes and provision; parents receive copies and join review meetings. Depending on the child, support can include movement breaks, sensory adjustments or input from speech therapists. This makes support a continuing conversation rather than a single decision at entry.

Nursery attendance does not guarantee a Reception place and gives no priority under the 2027-28 admission arrangements. Families must make a separate application through their home local authority. For September 2027 entry, the deadline is 15 January 2027; Durham applications use the online Common Application Form.

Preparation is separate from allocation. For children with SEND starting school, summer transition opportunities include parent meetings and Reception visits comprising two half days and one full day. Extra visits or meetings involving other professionals can be arranged where needed, helping staff understand the child before the change.

The nursery day runs from 8.45am to 2.45pm. Provision of 15 or 30 hours depends on eligibility, and children are expected to use their full allocation. The 15-hour pattern is mornings or afternoons; children receiving 30 hours would typically attend Monday to Friday for the full nursery day. This is a regular attendance model, so families should plan around the agreed pattern.

Wraparound care can extend attendance either side of the nursery day and carries an additional charge. Contact the school for current charges. Prospective families can arrange a visit to meet staff. Nursery applications go to info@stme.bwcet.com, with paper forms collected from and returned to the school office.