Chilton Academy Nursery

Nursery teaching and early-years leadership meet in the same role at Chilton Academy. The deputy headteacher is also the nursery teacher, early-years lead and a special educational needs coordinator. That gives families a clear link between nursery teaching, leadership and support for additional needs.

This is the academy’s own nursery provision in Chilton, Ferryhill. Happy Times is a separate private nursery on the school site, so families should distinguish the two when making enquiries. The wider school grounds include playing fields and an allotment, alongside outdoor learning space. These are features of the school site rather than a description of the nursery’s daily activities.

Questioning and connections with real life shape the school’s stated curriculum approach. Chilton aims to begin with children’s existing knowledge, involve them in planning each term’s learning and encourage them to explain their discoveries. For parents, the useful distinction is between that ambition and how learning is put into practice for the youngest children.

In October 2022, early-years mathematics needed more time on small numbers. Children were moving beyond 0 to 5 before developing sufficient understanding, making larger numbers harder to handle. The early-years curriculum also lacked continuity with learning later in school. During the same inspection, some of the youngest children had difficulty with phonics. New sounds were sometimes taught before teachers had established that children knew the sounds covered earlier. These concerns make the pace and sequence of nursery learning important points to consider when choosing the provision.

Seasonal enrichment includes a balloon entertainer’s visit for nursery children, supported by Chilton Academy Friends. It gives the youngest children their own event within the group’s school fundraising activities.

Alongside the deputy headteacher’s nursery role, the teaching team includes a teacher working across nursery and Reception. The school also has a pupil and family liaison role. This is a structure that connects nursery provision with wider school staff, rather than a claim about staffing ratios.

For children with special educational needs or disabilities, families are asked to discuss identified needs before starting. Support can then be planned, with advice sought from the local authority or other agencies where needed. Early discussion matters because it gives the team information to prepare for the child.

Health and dietary information forms part of preparation too. Parents provide details of allergies, food preferences, medical needs and emergency contacts, and must keep those details up to date. Safeguarding concerns are recorded electronically through CPOMS; staff and volunteers receive child protection training.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal school admission process and meet the applicable deadline. Chilton uses Durham County Council’s admission process. Treat the nursery decision and the Reception application as separate steps.

Children with an Education, Health and Care Plan follow a different admission and transfer process. Families continue to complete the council’s parental preference form, with their requested school considered alongside information about the child’s needs.

The school office handles enquiries and appointments. Contact 01388 720255 or chilton@durhamlearning.net. Visits can be arranged by telephone, giving families a direct route to see the setting before deciding.