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Nursery at St Jude's Catholic Primary School
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 If you spot anything outdated or inaccurate, please let us know.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 familiar adult and a shared record of each child's learning give St Jude's Pre-School its organising thread. Every child has a key person, while Tapestry connects observations in the setting with contributions from home. This is the nursery provision at St Jude's Catholic Primary School on Bishopsfield Road in Fareham, serving three- and four-year-olds.
The team is graduate led. Its manager also holds the nursery's SENDCo and Designated Safeguarding Lead roles, bringing the coordination of additional needs and safeguarding into the same leadership structure.
Children's interests help shape the activities. Staff use the Early Years Foundation Stage (EYFS) to observe development, assess what children need and plan their next learning experiences. Learning includes personal, social and emotional development: how children relate to others and work through disagreements. An initial assessment takes place within the first half term, with progress reviewed each half term.
Social learning has a named approach: HighScope Conflict Resolution. Children practise working through disagreements, sometimes with an adult's help and sometimes independently. That makes resolving a dispute part of learning together. In January 2025, early-years adults used focused questions and conversations to develop understanding; children also learnt routines from the outset and organised their learning well.
Outdoor experiences include walks nearby and visits to the local park. The school fields are also part of the outdoor environment, although their surfaces and layout can mean children need help accessing them. Outings require parental permission, and individual arrangements for children with additional needs are discussed with families beforehand.
Settling starts with a Children's Welcome Booklet, using photographs and a social story to introduce the surroundings and daily routines. Parents and children have two induction visits, with further visits possible when needed. This gives the key person a starting point for understanding a child's interests, strengths and support needs.
Tapestry holds written observations, photographs and video clips. Parents can add their own photographs and observations, so learning at home can inform the nursery's picture of the child. A Home/Pre-School Link book maintains communication when regular collection is by a grandparent or childminder, or when a child attends Breakfast and After School Club. Stay and Play sessions give parents another way to participate.
For children with additional needs, support can include individual work, small groups and a Personalised Learning Plan or Individual Behaviour Plan. Parents of children with SEN meet staff half termly to discuss progress. Referrals to professionals, including a Speech and Language Therapist, require parental permission.
Care includes help with nappies and toileting, with four children's toilets and changing facilities. Staff have first-aid training. Allergies and dietary requirements are recorded for food preparation, and the setting has a nut-free rule. Healthy snacks and lunches are encouraged. Wheelchair access. A lift is accessible through the school entrance, but the nursery toilets cannot accommodate a wheelchair. Families needing this support should discuss transfers and outdoor access during induction.
Nursery attendance does not guarantee a Reception place and gives no priority under the 2027/2028 admission arrangements. Families must apply separately through their home local authority using its Common Application Form. For September 2027 entry, the closing date is 15 January 2027; families applying under a faith category are also strongly requested to return the Supplementary Information Form and supporting documents by that date.
Transition support is a separate matter. The key person and/or SENDCo accompanies children on school visits, and staff meet parents and the Reception teacher to agree an Inclusion Partnership Agreement. Reports and relevant support plans are shared with parental permission, helping the receiving teacher understand the child's needs.
Unfunded hours are charged, with invoices issued at the start of each term. Additional sessions can be booked on an ad hoc basis when spaces exist and must be paid for when booked. Payments can be made through Tucasi, and payment plans can be arranged for families experiencing difficulty. Contact the school for current charges.
For enquiries, call 01329 235131, choosing Option 1 for pre-school, or email admin@st-judes.info. Parents can arrange a meeting about their child's individual needs with the nursery manager/SENDCo.
St Jude's Pre-School serves three- and four-year-olds.
Families receive a Children's Welcome Booklet and are invited to two induction visits. More visits can be arranged if needed.
The key person records learning through Tapestry. Parents can respond, add observations and upload photographs themselves.
No. Attendance neither guarantees a place nor confers priority under the 2027/2028 arrangements. A separate application must go to the home local authority, with a closing date of 15 January 2027 for September 2027 entry.
Yes, when spaces are available. Ad hoc additional sessions must be paid for at booking.
