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Nursery at Scotch Orchard 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 If you spot anything outdated or inaccurate, please let us know.
Stories and woodland investigation give Scotch Orchard’s nursery its character: children explore books, help shape topics and investigate wildlife in a forest school area. The provision serves three- and four-year-olds within Scotch Orchard Primary School in Lichfield, under the school’s registration. Nursery is known as Foundation 1 and forms part of its Early Years Foundation Stage (EYFS).
There are 26 half-day sessions available to book, divided into 13 mornings and 13 afternoons. These are session places, rather than a whole-school capacity figure. Leadership of the nursery includes a qualified teacher with experience as an early years practitioner.
Structured Storytime connects books with planned learning. The Squirrels who Squabbled and Pumpkin Soup are examples of key texts, while direct teaching, activities guided by adults and independent play give children different ways to practise what they learn. Topics also draw on children’s ideas. In parent terms, the EYFS brings care and learning together, responding to children’s individual development rather than treating everyone as identical.
Little Wandle Letters and Sounds Revised provides the framework for early reading. Nursery children share poems and stories, practise action rhymes and develop listening and attention through experiences led both by children and adults. Oral blending is included: a foundation for putting spoken sounds together. A reading corner is accessible during daily free-flow time, with books refreshed regularly. Outside, the forest school area brings wildlife and seasonal changes into learning.
Teaching and language. Ofsted’s May 2026 judgement for early years was Needs attention. Learning follows a clear sequence, and early reading and number concepts receive attention, but teaching varies between staff. Opportunities to extend children’s speech are sometimes missed. Resources can be insufficient or difficult for children to reach, restricting independent exploration and conversation. Consistent teaching and an environment that encourages sustained interaction are priorities for improvement. For families, the distinction matters: the planned curriculum has structure, but its delivery needs greater consistency.
Relationships are a strength within the May 2026 early years findings. Staff help children become comfortable quickly and feel secure, while children practise sharing, cooperation and taking turns. This gives settling a social foundation as well as helping children manage group routines.
Additional needs are recognised promptly, with staff working alongside outside professionals. However, early years support does not reliably remove obstacles to learning, limiting some children’s progress. Families considering SEND support should weigh both findings together.
Wellcomm assessments support speech and language work in early years. For children receiving SEND support, personalised plans use Edukey, with parental access and reviews at least termly. Parents can raise concerns with their child’s teacher first, giving them a direct route into discussion about support and its impact.
Attending the nursery does not guarantee a Reception place. Families must make a separate application through Staffordshire’s online primary admissions route by the normal deadline. For entry in 2027/2028, nursery attendance confers no priority within the oversubscription criteria. Choosing the nursery therefore needs to be a decision about the nursery experience itself.
Transition support for children with SEND can include visits to new classrooms, sessions individually or in small groups, and personalised programmes where needed. Learning plans and essential information pass to the next teacher or setting. These arrangements support continuity of care; they do not confer an admissions advantage.
Morning sessions run from 8:45am to 11:45am; afternoons are 12:15pm to 3:15pm. A full-day option runs from 8:45am to 3:15pm. The 15-hour funded pattern can cover five mornings, five afternoons or sometimes a mixture. Funding begins in the term following a child’s third birthday; eligibility criteria apply to a 30-hour code. Extra sessions can be paid for if space allows. Ask the school for current charges.
Breakfast Club accommodates nursery children from 7:30am to 8:45am, with advance booking and limited places. External after-school care is available on site from 3:15pm to 6pm through Badgers at Humpty Dumpty Day Nurseries & Pre-Schools. Book that provision directly with the provider, rather than assuming a nursery booking includes it.
Tours run throughout the year. Contact the school office at office@scotchorchard.staffs.sch.uk for enquiries and visit arrangements.
The nursery serves three- and four-year-olds. Children normally join at the start of the term after their third birthday; an earlier start from age three is possible where there is space, with payment required until government funding begins.
Yes. Full-day sessions run from 8:45am to 3:15pm, alongside morning and afternoon options.
Little Wandle Letters and Sounds Revised supports the foundations for phonics through stories, poems, nursery and action rhymes, listening activities and oral blending.
No priority is conferred for entry in 2027/2028, and attendance does not guarantee a place. A separate application is required through Staffordshire’s primary admissions route.
Breakfast Club runs from 7:30am to 8:45am and requires advance booking, with limited places. External after-school care runs on site from 3:15pm to 6pm and is booked directly with Badgers at Humpty Dumpty Day Nurseries & Pre-Schools.
