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Nursery at Cambridge Nursery 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 If you spot anything outdated or inaccurate, please let us know.
Real butterflies, puppets for talking about feelings, and daily outdoor play give Cambridge Nursery School's early years provision its character. This is a Sefton maintained nursery school on Cambridge Road in Bootle, serving children aged two to four. Its 120 part-time places comprise 80 for three- and four-year-olds and 40 for eligible two-year-olds. Raindrops covers ages two to three; Rainbows covers three to four.
Ofsted's June 2026 inspection graded inclusion Strong standard and curriculum and teaching Expected standard. These are judgements about the nursery school, rather than a separate nursery department's rating.
Children mix activities they choose themselves with teaching led by adults, sometimes individually, sometimes in small groups or as a class. The Early Years Foundation Stage (EYFS) brings together early language, movement, relationships, reading and writing, mathematics, creativity and understanding the world. Development Matters helps guide planning. For parents, that means learning extends beyond letters and numbers to managing feelings and becoming more independent.
Raindrops and Rainbows have teachers alongside childcare assistants; the wider team also includes teaching assistants. Large spaces indoors and outside accommodate exploration. Outdoor learning includes elements of forest school, and children play outside daily. Waterproof outer clothing is supplied for wet weather and water activities, so these experiences need not depend on keeping clothes dry. Families provide labelled wellies.
In June 2026, children aged three and four learnt vocabulary connected to live Painted Lady butterflies, including chrysalis. Carefully chosen stories also developed their language. Visits from firefighters, dentists and police officers connect learning with people who help others. Children practise drawing and cutting as well as climbing and balancing. There is practical purpose behind the play.
Language and interests. Some adults needed to extend children's conversational exchanges more effectively in June 2026. Developing individual talents and interests was also an improvement priority. These matter alongside the planned activities: children need opportunities to sustain a conversation and pursue what catches their attention.
Each child has a key person, giving families a familiar adult who understands their needs. Before starting, families are invited to see the classrooms and meet staff. Extra visits and a gradual settling period can be arranged for children needing additional support, allowing routines to become familiar before the full start.
Puppets help children explore feelings, including in the provision for two-year-olds. In June 2026, emotional support was well developed. Staff also adapt how they welcome individual children with special educational needs or disabilities (SEND). Support can involve small groups or individual help, with Speech and Language Therapists or Educational Psychologists contributing where needed.
Sefton Small Steps is used to set individual targets for children with SEND. Assessment begins within the first three weeks and continues termly, helping staff plan what comes next. Parents participate in planning and reviewing support. For children attending the 30-hour day, families supply a packed lunch. Safeguarding standards were met in June 2026.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal Reception admissions process and meet its deadline. Choosing Cambridge should therefore be a decision about nursery life, with the primary-school application treated as a separate task.
Transition support is practical. For children with SEND, arrangements may include extra visits, books introducing the new setting and meetings with receiving teachers. Parents and professionals help plan this support; it prepares children for change rather than securing admission.
The usual pattern is five mornings or five afternoons during term time. Morning sessions run from 8:45am to 11:45am; afternoons run from 12:30pm to 3:30pm. Eligible three- and four-year-olds can access a limited number of 30-hour places, subject to availability, with a 9am to 3pm day. The two-year-old funded offer is eligibility-dependent and provides 15 hours per week across 38 weeks.
Contact the office on 0151 282 5467 to enquire or arrange a visit. Uniform comprises a red logo sweatshirt and jogging bottoms, with footwear children can manage themselves. This supports toileting and active play.
Attendance. In June 2026, leaders needed to analyse attendance across groups more precisely. Regular attendance remains part of the nursery's emphasis on establishing routines.
Children aged two to four, with Raindrops for two- to three-year-olds and Rainbows for three- to four-year-olds. Two-year-old funded places depend on eligibility.
Mornings run from 8:45am to 11:45am and afternoons from 12:30pm to 3:30pm. Children accessing 30 hours attend from 9am to 3pm and bring a packed lunch.
Yes. Families are invited to visit the classrooms and meet staff. Extra visits and a gradual settling period can be arranged where a child needs more support.
Staff adapt activities and resources, involve parents in support plans and review progress. Small-group or individual support may be used, with outside professionals contributing where appropriate.
No. Reception requires a separate application through the normal admissions process. Transition support helps children prepare for their next setting; it does not secure a place.
