St Sidwell's Nursery Review

Footprints in wet sand and faces drawn in flour give St Sidwell's nursery learning a concrete, playful character. Children explore materials, talk about emotions and build independence through activities they choose themselves. Language matters here, with adults turning play into opportunities to learn and use new words.

For three and four-year-olds, this is the nursery within St Sidwell's Church of England primary school on York Road, Exeter. Ofsted's report dated 13 January 2026 gives the school's early years a Strong standard judgement. That applies to the early years provision, rather than a separately graded nursery.

The EYFS approach combines learning through play with deliberate adult teaching. Activity stations give children something tangible to investigate: wet sand takes footprints, while dry flour becomes a surface for making faces that express happiness or sadness. These activities connect exploration with understanding feelings. Children make choices, too, developing independence alongside consideration for others.

Water play carries mathematical learning. Adults introduce the word capacity deliberately, and children use it as they play imaginatively with water. New vocabulary has an immediate purpose, rather than remaining an isolated word to remember. Across the early years, phonics teaching also helps children connect letters with sounds and begin working out words.

The provision for three-year-olds matches their stage of development. Its curriculum tackles difficulties with communication, relationships and emotional development early, so participation and learning can grow together. For children staying through lunchtime, that period remains part of the learning day and can count within their funded session.

Relationships with families support children from their nursery start. In January 2026, the early years findings linked the trust built with parents to children's wellbeing and progress. This gives the partnership a practical purpose: helping children feel supported while they learn. Staff also recognise obstacles affecting early years children's learning and wellbeing, then act promptly to reduce them.

Lunch can be brought from home or bought as a meal prepared at school. Vegetarian meals, baguettes and jacket potatoes sit alongside the main option, giving families several ways to plan the midday meal. Children under five receive milk free of charge. Bring a water bottle each day, and keep nuts out of packed lunches because of children's allergies.

Eligible nursery children can receive a free school meal when attending for a full day of at least 9am to 3pm. Eligibility and the attendance condition both matter.

Attending the nursery does not guarantee a Reception place. Families must apply separately for Reception through the normal admissions route and meet the normal deadline. Treat choosing nursery sessions and applying for a school place as two separate decisions.

Three attendance patterns operate during term time: mornings run from 8.50am to 11.50am, afternoons from 12.20pm to 3.20pm, and all-day sessions from 8.50am to 3.20pm. The afternoon and all-day arrangements include lunchtime. These choices allow families to select a shorter session or a day spanning lunch.

The funding offer includes the universal 570-hour entitlement. Additional hours can be purchased within opening times beyond the 15 funded hours or the 30-hour extended entitlement. Contact the school for current charges. To apply for nursery, return both the Nursery Application Form and Parents Declaration Form to the school; enquiries go to SID.Admin@stcmat.org or 01392 255551.

Uniform is optional for nursery children. Earrings should be left off because of the active nature of their day, and clothing should carry the child's name to help prevent lost items.