Lake Farm Park Academy Nursery Review

French through Camembear and first steps in reading through Read Write Inc. give Lake Farm Park Academy’s nursery a distinct learning identity. This is the school’s own nursery in Hayes, on Botwell Common Road. Children usually start in September or January after their third birthday, with both part-time and full-time places offered.

Lake Farm Country Park borders the school, with 60 acres of green space beside it. That is a concrete part of the setting’s surroundings, rather than a promise about how often nursery children go out there.

The Early Years Foundation Stage (EYFS) provides the framework for planning across seven learning and development areas. For parents, the useful point is that nursery learning extends beyond reading and writing. The early-years music approach includes making music with instruments as well as using the voice, bringing sound and expression into learning across those areas.

Read Write Inc. supports the start of the reading and writing journey in early years. Language and communication are priorities alongside phonics, so learning to express an idea matters as well as recognising sounds. Bug Club is used to match reading books to children’s assessed skills from nursery onwards. These are named approaches with different jobs: one establishes a consistent approach to early literacy, while the other supports book matching.

Camembear introduces French in nursery. The language approach uses games, songs and conversation to practise listening and speaking, giving children another way to explore unfamiliar sounds. Across the school, parents can participate in Stay-and-Play, Stay-and-Read and phonics workshops. Those opportunities connect learning with family involvement.

Starting nursery includes home visits and a gradual introduction, with Early Support Agencies involved where appropriate. Home visits and phased entry help children become familiar with starting nursery.

The school’s SEND arrangements provide a route for raising concerns: begin with the class teacher, then request a SENDCo meeting through the office if further discussion is needed. Initial support is reviewed after six weeks; continuing concerns lead to a meeting with parents to consider progress and their views. Interpreters can support meetings when required.

Visual timetables are used throughout the school’s classrooms to explain the sequence of the day. For a child who benefits from predictable routines, that makes the next activity easier to understand. These are school-wide arrangements, rather than a promise of a particular nursery intervention.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. Treat choosing nursery and securing a school place as two separate decisions.

Transition support across the school includes a half-day introduction to a new class and teacher. Children with SEND may also have transition visuals or an individual programme. Familiarisation supports the change of setting; it does not establish an admissions advantage.

Morning nursery runs from 8.30am to 11.30am; the afternoon option is 12.30pm to 3.30pm. Full-time nursery runs from 8.30am to 2.30pm and is available to families eligible for the Government’s 30 hours free childcare. The different finishing times matter when arranging collection and work commitments.

Visits can be arranged by calling 020 8573 2622 or emailing lfpaoffice@theparkfederation.org. Nursery applications use the LFPA Nursery Application Form.