Gildersome Primary School Nursery

Chatterbox time, practical number work and nursery key worker groups give Gildersome’s youngest children a start centred on talking, exploring and becoming more independent. This is the school’s own nursery on Town Street in Gildersome, with 26 places.

Ofsted’s January 2026 report graded the school’s early years provision at Expected standard. That judgement covers early years within the school; it is not a separate nursery rating.

Conversation has a deliberate place in the day. Chatterbox time gives nursery children opportunities to talk, while the nursery curriculum prioritises communication alongside personal, social and emotional development. For a young child, that means learning to express ideas and building the confidence to take part.

The Early Years Foundation Stage (EYFS) connects learning about language, movement and relationships with early literacy, maths, creativity and the surrounding world. Activities combine children’s own choices with tasks led by adults. Learning happens individually, with other children and in whole-class groups, so exploration and shared activity both have a place.

Key Questions shape curriculum planning, with children’s interests also influencing activities. Indoor and outdoor spaces support learning through play, while reading areas and story sessions make books part of the environment. In January 2026, adults’ conversations with children helped them develop vocabulary and question what they were learning. Teaching built on what children already understood before introducing harder tasks.

Maths Mastery takes a practical approach. Nursery maths sessions involve sorting, investigating shapes, comparing quantities and developing counting awareness. Physical resources help children explore ideas before applying them in their own play. These are early encounters with number and mathematical language, rather than learning confined to a worksheet.

Nursery key worker groups provide a named structure for support. Colour Monsters is used in EYFS for work around emotions, and the school includes activities to help children settle and get to know others at the beginning of the academic year.

In January 2026, close relationships with adults helped early years children feel settled and participate in activities. Staff also had positive relationships with families. Tapestry, the online learning journal, gives parents updates and lets them contribute to their child’s record, connecting experiences at home with learning in nursery.

For concerns about additional needs, parents can arrange a discussion with the class teacher or SENDCo. The school’s support network includes STARS, the Autism Outreach Service, and the Speech, Language and Communication Service. Physical access includes ramps, automatic doors and accessible toilets; a hygiene suite has a hoist for children with specific needs. These are school facilities and services, relevant when discussing an individual child’s arrangements.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through Leeds City Council, which allocates places using its admission criteria. Apply through that route by the deadline for your child’s entry year, even if they already attend nursery.

The school’s transition arrangements include time with the next teacher before the summer break and meetings between teachers to pass on information. Children who need additional help can have extra visits. Familiarity with adults and classrooms supports the change; it does not replace the admissions process.

Nursery attendance has several options, and there are generally two or three intakes each year. Joining the waiting list early is the school’s advice for families considering a place.

For a school tour, call the office on 0113 2012450. The Visit Us contact form also accepts requests for an informal visit, giving families a direct way to arrange a look around.