Castlefield School Nursery

Stories, songs and time to pursue a child’s own ideas shape the nursery at Castlefield School in High Wycombe. Teacher-led learning sits alongside small-group tasks and extended play, giving the session both a shared focus and room for individual interests. This is the school’s own nursery provision, with separate morning and afternoon sessions.

A session combines learning together with the nursery teacher, tasks in smaller groups with Key Workers, and longer stretches of play chosen by the children. Adults join those activities to develop children’s ideas and support independence. Children therefore have opportunities both to follow a group task and to decide what they want to explore.

The Early Years Foundation Stage (EYFS) connects seven areas of development. At Castlefield, the autumn emphasis is on the prime areas: physical development, communication and language, and personal, social and emotional development. Literacy, numeracy and understanding the world receive more attention as the year advances. Stories, interactive games and songs provide the teaching activities, making these developing skills part of experiences children can take part in together.

For children in the three-year-old provision, the summer term introduces synthetic phonics through Read, Write Inc. That gives early work on sounds a named teaching programme and a defined place in the nursery year.

Key Workers lead the small-group tasks, while adults also support children during their chosen play. These are two distinct opportunities for adult involvement: working through a task together and extending an idea that starts with the child.

For families whose child has special educational needs or disabilities (SEND), the school’s support arrangements emphasise identifying needs early. Class teachers and the SENDCo monitor children, with further assessment where required. Parents can arrange a discussion with either through the school office, providing a direct route to raise concerns.

Speech and language therapists and occupational therapists are among the external professionals involved. Support can include changes to resources, teaching methods or learning objectives, alongside specialist equipment for sensory or physical needs. The school describes mainstream SEND provision rather than an additional resourced provision for particular needs, an important distinction for families considering the support their child requires.

Picture cards and visual timetables support communication in classrooms. Parents can also discuss progress at Target Setting Meetings in the autumn and spring terms, connecting support decisions with face-to-face conversations.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through Buckinghamshire Council’s normal application process and meet the deadline for their entry year. Castlefield’s governing body is the admissions authority, but the school participates in the local authority’s coordinated admissions scheme. Treat the Reception application as a separate task from choosing nursery sessions.

Morning nursery runs from 8:45am to 11:45am; the afternoon session is 12:15pm to 3:15pm. These are the nursery’s own timings, so use them when planning collection and other childcare arrangements.

Nursery shoes must fasten with Velcro rather than laces. For enquiries, contact the school office on 01494 436018 or email office@castlefield.bucks.sch.uk.