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Nursery at Lingfield 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 If you spot anything outdated or inaccurate, please let us know.
Children’s own ideas help shape the learning at Lingfield’s Pre-School. Adults watch their play, follow developing interests and plan further experiences with them. This gives children a part in deciding what they explore, alongside the structure of a school nursery.
Based at Lingfield Primary School on Vicarage Road, the provision admits children from the term after their third birthday. An assistant headteacher leads Pre-School within the early years team. In June 2026, Ofsted judged the school’s early years provision to be Strong standard. That judgement covers early years, rather than a separately inspected nursery.
Choice has a practical place in the day. Children can reach materials and resources themselves, and learning takes place outdoors as well as indoors. Adults support independent decisions while helping children build friendships, ask questions and work through problems. The classroom, outdoor learning space and sand pit give those choices a physical setting.
The Early Years Foundation Stage (EYFS) is organised across seven areas of learning. Here, topics and related books connect experiences, with particular attention to vocabulary, reading and number. For parents, that means play sits alongside planned learning: children pursue an interest while adults extend what they understand and can explain.
Art brings hands-on exploration of texture, colour and shape, with different tools and materials giving children practice in controlling small movements. Across early years, the June 2026 findings also described children responding enthusiastically when rain became part of their outdoor pirate-ship play. It is a useful illustration of learning that can respond to an unexpected event.
Relationships and routines are strengths of the early years provision. In June 2026, exchanges between adults and children were warm and thoughtful, while children treated their playmates considerately. Established routines, supported by close relationships with families, help children understand the expectations around them.
Settling starts with partnership between families, staff and previous early years settings or childminders. Transition experiences include visits to pre-school settings and settling routines. A Pre-School transition booklet introduces the adults and familiarises children with their classroom, outdoor space, lunch area and toilet and handwashing facilities. These concrete details give families something to discuss before their child starts.
For children with special educational needs and/or disabilities (SEND), early years staff identify possible needs promptly and check progress closely. Support involving school leaders and outside agencies helps children join the learning with their peers. The school’s SENCO works with an administrative support team, giving families a route into the wider support structure.
Nursery attendance does not guarantee a Reception place. Parents must make a separate application through the normal admissions process; Surrey County Council is the school’s admission authority and provides the application route. Treat that application as a separate task from arranging nursery sessions.
Transition support serves a different purpose. July transition sessions help children prepare for their next class or phase. For pupils with SEND, the school shares information with receiving settings, works with families and professionals, and provides additional transition support where needed. Familiarity and preparation support the move, but do not secure admission.
Three attendance patterns divide the week: Monday and Tuesday as full days with Wednesday morning; Wednesday afternoon followed by full days on Thursday and Friday; or five full days. Parents can request their preferred pattern, but allocation depends on the nursery admission criteria. The practical implication is to distinguish a preference from a confirmed offer.
Funding covers 15 hours each week in term time for three-year-olds, extending to 30 hours for families eligible for extended funding. Additional hours may be purchased when vacancies remain after eligible children have been offered places. Contact the school for current charges.
The day begins at 09:00, and Pre-School finishes at 15:00. Children use the black metal gates by the large car park, with staff available to help at the entrances; collection is from classroom doors and children are handed to a known adult. For enquiries, telephone 01342 832626. Office staff receive calls between 08:00 and 16:30, with an answering machine taking messages outside those hours.
Children can start at the beginning of the term following their third birthday.
The options are Monday and Tuesday plus Wednesday morning; Wednesday afternoon plus Thursday and Friday; or five full days. Preferences are subject to allocation under the nursery admission criteria.
Three-year-olds have 15 funded hours per week during term time, with 30 hours for families eligible for extended funding.
No. Parents must apply separately through the normal process, using Surrey County Council’s admissions route.
Settling routines and transition experiences support the start. The Pre-School transition booklet introduces the adults and shows children their classroom, outdoor learning space, lunch area and care facilities.
