Wheatley Hill Community Primary School Nursery Review

Exploration and communication give Wheatley Hill’s early years provision its character. Children investigate their surroundings, tackle problems in play areas and learn from adults who demonstrate how to use language. This is the nursery provision of Wheatley Hill Community Primary School, with separate entry points for two-year-olds and children joining in the term after their third birthday.

Ofsted graded the school’s early years provision Good at the inspection on 5 and 6 October 2023. This is an early years judgement within the school inspection. At that time, the provision for two-year-olds operated in the local community centre, giving the youngest children a base beyond the school site.

The Early Years Foundation Stage (EYFS) provides the curriculum framework. Learning is adjusted to children’s abilities and pace, while exploration and problem-solving feature in the EYFS play areas. In parent terms, children have opportunities to investigate and try things out, with support matched to what they can manage. Visual reminders, adult demonstrations and prompts support increasing independence.

Language matters here. In October 2023, adults demonstrated communication skills effectively, children enjoyed being there and their approach to learning was positive. The indoor learning space was carefully arranged to support their development. Those findings give substance to the emphasis on exploration: the environment and adult interaction both contribute to learning.

Reading support. The October 2023 school inspection found that weaker younger readers were not catching up quickly enough and parents needed more guidance to support reading at home. These were school-level findings, not separate nursery findings. Families can ask how early reading and support for reading at home are organised.

For children with SEND, the school describes learning through several senses and adapting activities to individual needs and interests. Outdoor activities can be planned around the targets in a child’s support plan or education, health and care plan (EHCP). This makes the activity purposeful for that child, rather than assuming that the same task will suit everyone.

Settling can be tailored for children with additional needs. Parents can discuss an individual transition plan before their child starts, and extra induction sessions or a longer transition period can be arranged. Where local authority support has already been secured, the school puts it in place before the child begins. Familiarity can be built gradually.

Nursery applications ask about developmental concerns, services already involved and previous support; staff check and update those details when children join. SEND support uses the Assess, Plan, Do, Review cycle, with parents involved in agreeing provision and outcomes. Termly reviews and conversations with the class teacher or SEND coordinator give families opportunities to raise concerns and revisit support.

Personal care is discussed with parents and related to the child’s age and needs. The school prepares plans for medical conditions and shares allergy or dietary plans with its kitchen team. Its staff training includes Makaton and speech and language work, relevant areas for families whose children need help communicating.

Leadership oversight. The October 2023 inspection identified weaknesses in the information and accountability supporting governors and phase leaders across the school. This was a school-wide concern, rather than a separate nursery judgement, but it matters when considering how provision is checked.

Nursery attendance does not guarantee a Reception place and does not confer priority under the school’s listed oversubscription criteria. Families must make a separate application through Durham County Council’s admissions process. Nursery attendance is also excluded from the sibling criterion, so having a sibling in nursery does not establish that priority.

Transition support is a separate matter. Reception starters can attend summer-term classroom visits, and parents have an information event. Children with additional needs can receive individual transition arrangements; photographs in transition booklets and extra visits help families prepare for a change of classroom and staff.

The two-year-old provision primarily serves families eligible for funded childcare of 15 hours; additional wraparound childcare is also offered for other two-year-olds. Nursery education of 30 hours per week is offered too. Applications for either provision begin with an application pack from the school office, with a birth certificate required.

Entry takes place in September, January or April, in the term after the relevant birthday. Families can contact the office on 01429 820594 or email support@whprimary.com. Visits can be arranged directly with the school.