Honeybourne Primary Academy Nursery Review

Sand, water and messy play have their own space at Honeybourne: a designated nursery with its own garden, serving children aged two to four. This is the school's nursery, with a manager responsible for its day-to-day running, while children also use the wider school grounds and facilities. It combines a separate base for younger children with experiences of school life.

Early years provision was graded Good at the Ofsted inspection on 25 and 26 February 2025. That judgement covers the school's early years provision rather than a separately inspected nursery. Children in early years developed close connections with their peers and key adults, giving learning a secure social foundation.

Play connects the different parts of the day. Children choose some activities themselves, while adults lead others. The Early Years Foundation Stage (EYFS) brings together communication, movement and emotional development with early reading, mathematics, creative work and exploration of the world. For parents, that means learning through conversation, making, movement and investigation as well as more focused teaching.

Inside and outdoors, children can build, make art and act out familiar situations. Stories, songs and dance sit alongside sand and water activities. The garden gives physical exploration its own setting, while construction and role play give children reasons to explain ideas and negotiate with one another.

Topics provide starting points, with children's interests shaping the learning. In summer 2026, children painted ladybirds, compared the lengths of worms and manipulated playdough to exercise their fingers. Spring activities included making farm animals from plates and printing blossom with corks. These are useful examples of how language, early mathematics and physical skills meet in a single activity.

Monster Phonics Foundations develops listening and spoken sound skills, including joining sounds together and separating them within words. In February 2025, early years children learned new vocabulary and were encouraged to use it during play and when explaining their learning; rhymes and storytelling also supported their understanding. Talk does substantial work here.

Settling involves learning the routines as well as getting to know people. In autumn 2025, the story Goat's active day helped children explore unfamiliar nursery routines. Together time encouraged them to discuss preferences, family life and their nursery experiences. Zones of Regulation, supported by Inside Out characters, helps children recognise expressions and put words to feelings.

All nursery assistants have paediatric first-aid training. The nursery manager also holds responsibility for SEND and safeguarding. An NHS speech and language therapist works weekly across the nursery and school, assessing referred children and agreeing communication targets with staff. Parents receive advice too, linking support at nursery with practice at home.

Seesaw carries learning updates and nursery messages. Parent communication. In February 2025, a significant minority of parents across the school felt their concerns went unanswered or that they did not understand school changes. Families should establish a clear way to raise concerns alongside receiving routine updates.

Cooked lunches are an option, and nursery children eat in the school hall alongside other children. This brings a familiar daily care routine into the wider school setting. Parents supply nappies, wipes and nappy sacks when their child needs them.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through the local authority where their child lives, following the normal application timetable. Choosing nursery sessions and applying for school are separate decisions.

Summer-term plans included a teddy bear afternoon shared with nursery children and Reception. Such activities provide opportunities to become familiar with other children; they confer no admission guarantee.

Sessions run in term time, within an opening window of 8:30am to 3pm. Families can choose half days or full days, with starts at 8:30am, 8:45am or 9am. Morning and afternoon sessions change over at 11:45am; finishes are at 2:45pm or 3pm. Choices depend on space, staffing ratios and children's needs.

Eligible sessions can use nursery education funding for two-year-olds or three- and four-year-olds, including funding shared with another childcare setting. Extra hours are chargeable and depend on availability. Contact the nursery manager on 07596 862732 to enquire or arrange a visit, and ask the school for current charges.