Banks Road Primary School Nursery Review

Exploring, trying again and developing ideas shape the early years approach at Banks Road Primary School in Garston. The nursery belongs to the school, with a nursery class teacher and an EYFS lead whose responsibilities also include SEND provision. That links early education and additional support within the leadership structure.

Both full-time and part-time nursery places are offered. For parents, the distinction is practical: choosing this provision involves choosing a pattern of attendance as well as an early years curriculum.

Development Matters guides the Early Years Foundation Stage (EYFS) curriculum. In parent language, learning covers relationships and managing feelings, conversation and listening, physical coordination, early literacy, mathematics, understanding the world and creative expression. Children receive direct teaching alongside opportunities to explore through practical experiences. The emphasis extends beyond letters and numbers.

The physical development strand includes both large movements and finer hand control. Creative learning involves working with materials and imaginative expression, while mathematics introduces number and patterns. These give children different ways to engage: moving, making, talking and investigating all have a place in the curriculum.

Three learning behaviours shape the approach: exploration through play, persistence when something proves difficult, and developing ideas and ways to solve problems. The implication is a focus on how children approach a task as well as what they learn from it. Trying again is part of the plan.

Ofsted’s June 2023 inspection found that early years children enjoyed hearing adults read stories and talking about those books. This gives a concrete example of language learning through shared books, with conversation accompanying listening.

In June 2023, early years children shared resources willingly and waited for their turns. Those everyday interactions matter in nursery: learning to use equipment alongside other children is part of developing relationships and managing feelings.

The school’s support structure includes a SENDCO, a pastoral lead with a Thrive practitioner role, and an Emotional Literacy Support Assistant. Parents with concerns about special educational needs can contact the SENDCO through the school. This provides a clear starting point for discussing support.

For children learning English as an additional language, the school uses NASSEA assessments each term and shares individual targets with class teachers. Specialist language teaching extends across EYFS and older classes. Its focus includes helping children communicate needs and feelings, making language support relevant to participation as well as learning.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through Liverpool City Council’s admissions website, while nursery applications are handled by the school itself.

Attendance at the nursery is not a Reception priority criterion in the school’s admission arrangements. The listed priorities include children in care or formerly in care, exceptional medical or social needs supported by professional evidence showing why Banks Road is the only suitable school, and children with a sibling attending the school at the time of admission. Remaining places are allocated by home-to-school distance. Families should therefore treat the nursery choice and the Reception application as separate decisions.

Contact the school office on 0151 427 4360 to request a nursery application form. The office handles nursery enquiries directly, covering the full-time and part-time places.

The school’s EYFS collection time is 3:05pm. Children are collected at classroom doors, where staff can exchange brief messages with parents. Collection provides a practical opportunity to pass on information.