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Nursery at Raynville 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 If you spot anything outdated or inaccurate, please let us know.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 nursery care suite with a changing bench, shower and accessible toilet gives Raynville Academy’s youngest provision a concrete feature for children with personal care needs. This is the school’s own nursery in Bramley, Leeds, on Cross Aston Grove. Foundation Stage shares a building with Key Stage 1, placing the nursery within the primary school’s wider setting.
Stories, rhymes and physical challenges are the clearest picture of learning here. At the September 2023 inspection, Ofsted found that early years children developed language through storytelling and rhyme, while climbing apparatus and obstacle activities helped them practise balance. Those examples connect learning to things young children can do: listen, speak, move and try again.
Activities addressed the different areas of early learning. Children stayed engaged with tasks, and adults helped them learn to work and play alongside one another. Cooperation was taught explicitly. For parents, this gives a picture of early education that combines language development with movement and the social skills children need in a group.
Personal care has dedicated facilities in the nursery. The care suite brings together shower facilities, an accessible toilet and a bench for changing, providing practical equipment for children who need assistance. The wider site slopes, with outdoor steps between parts of the buildings and stairs inside. Families with mobility needs should factor that layout into their choice.
Support for special educational needs and disabilities involves the SENCo, teachers and the Pastoral and Inclusion Team. Parents meet the class teacher to discuss concerns before the level of support is decided. Personal Learning Plans record targets and support, with progress considered through regular reviews. This gives families a role in decisions about their child’s learning.
Specialist advice can involve an educational psychologist, speech and language support or the Special Educational Needs Inclusion Team. For children under five with an Education, Health and Care Plan, reviews take place every six months. The nursery application also invites families to share medical, dietary and special educational needs, giving them an opportunity to raise care requirements from the outset.
Nursery attendance does not guarantee a Reception place. Parents must make a separate application through their home local authority. For September 2026 entry, the closing date was 15 January 2026. Nursery attendance carried no priority within that admission cycle’s oversubscription criteria. Choosing the nursery and obtaining a school place are separate decisions.
Transition support has a different purpose: helping children prepare for the change. Reception preparation includes home visits, opportunities to stay and play, and books about transition to use at home. For children with SEND, meetings bring parents, the class teacher and relevant professionals together. These arrangements support continuity of care; they do not confer an admissions advantage.
Nursery applications are returned to the school office. Families can telephone Raynville Academy on 0113 257 9590 to enquire, and the application asks for home language alongside information about the child and parents. Include relevant medical, dietary or learning needs when applying so these can be part of the initial conversation.
No. Parents must apply separately through their home local authority. Nursery attendance carried no priority for September 2026 entry.
Complete the nursery application and return it to the school office. The school telephone number is 0113 257 9590.
The nursery has a care suite containing an accessible toilet, a changing bench and shower facilities.
Parents discuss concerns with the class teacher, with the SENCo and Pastoral and Inclusion Team involved as appropriate. Personal Learning Plans help organise and review support.
Preparation includes home visits, stay and play opportunities and transition books for home. Children with SEND can also have meetings involving parents, teachers and professionals.
