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Nursery at Humberston Cloverfields Academy
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 If you spot anything outdated or inaccurate, please let us know.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 purpose-built Early Years Unit gives Humberston Cloverfields’ nursery a distinct home within the academy. Nursery and Reception use the unit, bringing the youngest children together in a part of the school designed for their age group. The academy is on St Thomas Close in Humberston.
Children can start from the term following their second or third birthday and stay until the academic year in which they turn four ends. This is the academy’s own nursery provision, with classroom visits for new starters that introduce children and parents to the staff and other children before attendance begins.
Stories, construction and growing plants give the nursery curriculum its practical character. The Early Years Foundation Stage (EYFS) brings together children’s communication, physical development and emotional development with early literacy, maths, creative work and understanding the world. In parent terms, learning includes talking, moving, making and playing alongside developing early reading and number skills.
The nursery’s Cycle A includes Tell Me A Story and Footprints in the Farmyard. Joining materials and exploring textures sit alongside developing stories with small world equipment. Later activities include making miniature worlds with construction kits and blocks. Children practise turning an idea into something they can build or act out.
Movement has its own place: balancing, riding and ball skills feature in the nursery plans. Songs and instruments give children ways to express feelings, while planting seeds and tending plants connect learning about lifecycles with something they can watch change.
In May 2023, children in the early years were settled, with established routines and well-equipped play spaces indoors and outdoors. Maths teaching explained new vocabulary clearly; children used weighing scales to explore heavy and light objects. There were also weaknesses: leaders had not specified the crucial knowledge children should learn in some early years areas beyond mathematics and early reading, leaving staff unsure what all children needed to know, and inconsistent phonics teaching and mismatched reading books slowed some children’s progress. Those findings make the knowledge children are expected to learn and the match between sounds and books useful points to discuss during a visit.
Nursery intake may be staggered over two or more weeks. Home visits may take place before children start.
Parents can raise questions with the nursery team when bringing children in or collecting them. Instagram carries examples of nursery learning, while MCAS and newsletters communicate important dates. This gives families both practical reminders and ideas for activities at home.
Communication support includes PECS training completed by two members of the EYFS team. For additional needs, the trust’s Assess, Plan, Do, Review approach involves agreeing support with parents and reviewing its effect at least termly. The emphasis is on identifying what a child needs, trying specific support and checking whether it helps.
A nursery place does not guarantee a Reception place. Parents must make a separate application through their home local authority’s normal admissions process and meet the deadline for that admissions round.
For the 2025–2026 admissions cycle, priority applied to children attending the academy’s nursery who were also eligible for Early Years Pupil Premium. Nursery attendance alone did not confer that priority. The condition matters: this was an oversubscription criterion, not an automatic transfer.
Transition support is separate from allocation. Nursery staff work with Reception colleagues to plan the move and pass reports and agreed records to another school when that is the child’s destination.
The nursery has morning and afternoon sessions under its 15-hour pattern: 9:00am to noon, or 12:30pm to 3:15pm. The 30-hour pattern has a full day from 8:50am to 3:15pm. These are distinct attendance options for families to weigh against their daily routines.
To enquire and arrange a nursery visit, call 01472 500217. Once a place is offered, parents bring the child’s birth certificate for verification; it is checked rather than copied or retained. Joggers are permitted in Nursery, and clothing should carry the child’s name.
Attendance commitment. Accepting a place means committing for the remainder of the academic year. Families withdrawing a child are asked to give at least eight weeks’ notice, so changes to childcare arrangements need advance planning.
Children can begin from the term after their second or third birthday, with entry potentially staggered over two or more weeks.
Morning sessions run from 9:00am to noon and afternoons from 12:30pm to 3:15pm under the 15-hour pattern. The 30-hour full day runs from 8:50am to 3:15pm.
No. A separate local authority application is required. For the 2025–2026 cycle, nursery attendance conferred conditional priority only for children also eligible for Early Years Pupil Premium.
Parents can speak to staff at drop-off or collection. Learning examples are shared on Instagram, and important dates through MCAS and newsletters.
Call the school office on 01472 500217. New starters are invited to visit the nursery classroom and meet staff and children.
