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Nursery at Castleton Primary 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 If you spot anything outdated or inaccurate, please let us know.
An afternoon nap and patient help with taking turns give Castleton’s provision for two-year-olds a character of its own. In October 2022, more than 40 children attended that provision. This was an attendance figure at the time, rather than a statement of nursery capacity.
The nursery and provision for two-year-olds were housed in Castleton Children’s Centre, a separate building sharing the primary school’s address and postcode. Children therefore had a base distinct from the main school building. Ofsted graded the school’s early years provision Good following its inspection on 11 and 12 October 2022; that judgement covered early years within the school.
For the youngest children, learning included the small social steps that make shared play possible. In October 2022, adults used patient conversation and gentle guidance to help children practise taking turns. These everyday exchanges gave children opportunities to learn how to share attention and participate alongside others.
Rest also had a place in the day. A child who needed it could sleep in the afternoon, and staff followed parents’ preferences for individual routines. The balance was practical: joining in did not require a tired child to keep going through the afternoon.
The two-year-old provision was calm despite its sizeable attendance. The October 2022 findings linked this to staff expertise and the way adults spoke to children. For parents choosing a first group setting, those details matter: the daily experience depended on patient interaction as well as time spent with other children.
Settling was supported by relationships with families. Some teachers had previously taught children’s parents and carers, helping early years staff build trust quickly. In October 2022, this partnership helped children become comfortable when starting. The useful detail is the connection between parent confidence and a child’s adjustment to a new setting.
SEND support had a specific leadership structure. By October 2022, governors had appointed an additional special educational needs coordinator for early years. That coordinator also led the setting and was well placed to guide staff on individual children’s needs. Children’s needs were being recognised promptly.
Care routines followed the same individual focus. Parents’ wishes shaped each child’s routine, including rest, giving the youngest children consistency between family preferences and their time in the setting.
Attending Castleton’s nursery does not guarantee a Reception place. Families must apply separately for Reception through the normal admissions process and meet the applicable deadline. Choosing the nursery should therefore be a decision about the child’s nursery experience, with the Reception application treated as a separate step.
In October 2022, some two-year-olds attended between 8am and 6pm. This describes the arrangement for those children at that time, rather than a timetable for every nursery child. Some children in the two-year-old provision also received additional funding.
The nursery’s base was the children’s centre building on the school’s shared site. That distinction matters when understanding which part of Castleton housed the youngest children and their daily care.
No. Nursery attendance does not guarantee a place, and families must make a separate Reception application through the normal admissions process.
Yes. The October 2022 inspection described provision for two-year-olds, with more than 40 children attending at that time.
Both the nursery and the two-year-old provision were based in Castleton Children’s Centre, a separate building sharing the primary school’s address and postcode.
In October 2022, children could have an afternoon sleep when they needed rest. Staff followed parents’ wishes about individual routines.
An additional early years special educational needs coordinator also led the setting. This appointment helped identify children’s needs promptly, and the coordinator was well placed to guide staff on individual support.
