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Nursery at The Gainsborough Nursery 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 If you spot anything outdated or inaccurate, please let us know.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 climbing tree, a water pump and stories that spill into play give Gainsborough’s nursery day its character. This maintained nursery school educates children aged two to four, with qualified teachers and early years practitioners. Nursery education is the school’s purpose, rather than an additional class within a primary school.
There are separate rooms for two-year-olds and for children aged three and four. Both use the same Book of the Month, giving children familiar stories as they move between rooms. The younger class opened in May 2014 with 24 places in a room built for that purpose.
The Early Years Foundation Stage (EYFS) and High/Scope guide the curriculum. In everyday terms, learning combines movement, language, relationships and practical exploration: children count while cooking, experiment with paint and practise sharing during play. For older children, the session includes greeting, time for their own activities, small groups and recall. These give adults several opportunities to connect learning with what interests each child.
Physical activity has substantial space. Younger children strengthen their arms through digging, sand play and sweeping; indoors, a cosy story space and materials for drawing support quieter activity. Older children use monkey bars, a climbing tree and a water pump outside. Clay and stiff dough develop hand control, while woodwork introduces measuring, hammering and sawing in the final term. These activities connect physical practice with useful tasks.
Books lead into experience. The Very Hungry Caterpillar accompanies watching caterpillars become butterflies, while Oi Frog introduces rhyme and playful language. Children also explore their neighbourhood through visits to allotments, the park and a local church.
Ofsted’s inspection on 14 and 15 May 2024 identified carefully sequenced learning and engaging storytelling, alongside an important weakness: adults sometimes missed opportunities to introduce planned vocabulary or extend conversation during freely chosen play. That limited some children’s language development. Adults also occasionally missed chances to develop qualities such as perseverance and independence, making consistency of interaction a useful focus for families.
Settling includes help with separating from carers, making friends and recognising feelings. In May 2024, children had close, trusting connections with adults, who offered reassurance and understood their individual needs. Sharing and taking turns are taught through High/Scope conflict resolution, giving children language for working through disagreements.
Toilet training is not a condition of entry. Families supply wipes and nappies, and staff work with parents when children are ready. Lunch is a healthy packed meal brought from home. Snacks encourage children to try foods, and drinks are milk or water.
Support can include changes to teaching, the physical surroundings or adult assistance. A private speech and language therapist works with children needing targeted help before school. In May 2024, SEND needs were recognised promptly and support used precise targets; safeguarding arrangements were effective.
Parents have termly meetings as well as informal conversations with staff. Tapestry and ScholarPack carry family communications, and home learning includes song sheets and a Book of the Month. This gives parents concrete ways to continue familiar activities at home.
Attending nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route and meet the applicable deadline.
Preparation for the move includes exploring feelings about change. Ruby’s Worry helps children discuss anxiety about moving to school or another nursery room, while the final term’s curriculum connects growing and staying healthy with transitions. Emotional preparation is useful in its own right; it does not secure admission.
The session pattern introduced in September 2022 runs Monday to Friday in term time: mornings are 8.30–11.30am, afternoons 12.15–3.15pm, and full days 8.30am–2.30pm. For three- and four-year-olds, it also includes breakfast club from 7.30–8.30am, an extension from 2.30–3.15pm and afterschool options ending at 4.15pm or 5.15pm.
The booking model pairs 15 funded hours with five mornings or afternoons, and 30 hours for eligible families with five days. Core funding must be allocated entirely to Gainsborough rather than divided between providers. Additional sessions are charged; contact the school for current charges.
Visits can be arranged through the office on 01427 811610 or enquiries@gainsboroughnursery.co.uk. Uniform is optional. Named Wellington boots and clothing suitable for running, climbing and seasonal weather are requested.
Children aged two to four attend, with separate rooms for two-year-olds and for three- and four-year-olds.
No. Bring nappies and wipes; staff work with families on toilet training when the child is ready.
A healthy packed lunch. Children bring their own lunch, and milk or water is provided to drink.
No. Reception requires a separate application through the normal admissions process.
Contact the office on 01427 811610 or enquiries@gainsboroughnursery.co.uk to arrange an appointment.
