Four Oaks Community Primary School Nursery Review

Stories give the nursery day its shape at Four Oaks: children act out ideas, invent characters and use books as starting points for play. The provision includes Little Acorns for ages 2 to 3 and a Nursery group for ages 3 to 4, within the school's early years provision. These are distinct stages, with different approaches to early literacy and mathematics. Four Oaks Community Primary School is on Davy Street in Liverpool.

The Early Years Foundation Stage (EYFS) brings together learning and development through play and adult-led activities. Communication, movement and emotional development come first; number, literacy, creative expression and understanding the world build alongside them. Puppets, songs and imaginative play give children reasons to speak and listen. The URLEY Approach supports this focus on oral language, while stories and circle time help children recognise feelings, cooperate and take turns.

Books lead to practical activity. Little Acorns uses stories, nursery rhymes and children's interests to shape play: an interest in airports, for example, prompted a small world area with accompanying books. Nursery uses Narrative Immersion, organising literacy around a central text. Its Autumn 1 activities include Star in a Jar and the Magic Story Box, with children making marks for messages and creating small world scenes to retell stories. That gives early writing a purpose.

Number learning has its own daily group activity in the older Nursery, using Nursery White Rose. Counters, cubes and weighing scales make mathematical ideas tangible, while songs and everyday routines provide further opportunities to explore them. Listening games introduce rhyme, rhythm and differences between sounds; Nursery children also encounter RWI letter cards and rhymes.

Movement takes place indoors and outside, with apparatus supporting coordination and physical skills. The Autumn 1 programme includes a visit to the 4D room to explore space. Its floor-to-ceiling screens, lighting, sound and interactive floor turn a story setting into a physical learning experience.

Independence is practised through everyday care. Nursery staff help children with self-care tasks while encouraging them to do more for themselves. At the start of the Autumn 1 programme, books about starting school sit alongside work on friendship and belonging, giving children ways to talk about separation and new relationships.

Additional needs are supported through the school's Graduated Approach: staff assess needs, agree a plan, put support into practice and review it. Learning Passports record individual needs, with families contributing to decisions. Teachers have SEND training and qualifications; support staff receive both general training and training linked to particular needs. A MAST speech therapist has also supported groups in the early years. These arrangements give parents a route to discuss communication or developmental concerns with the class teacher and SENDCo.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet its deadline.

For September 2027 entry, Four Oaks proposed adding its Nursery and Little Acorns to its admissions criteria as named feeder settings. Treat that as a proposal, rather than an established entitlement.

Separately, children with SEND can receive classroom visits, staff handovers and photo booklets when changing classes. Those preparations concern continuity of support, not admission priority.

Enquiries go through the school office on 0151 263 4038 or office@fouroaksprimary.com. Prospective families can arrange a school visit through the office.

Uniform expectations apply to all children. The school colours include navy knitwear and a blue polo shirt, worn with grey trousers or a skirt and black shoes. Label clothing clearly. A free uniform recycling rail in the main entrance foyer lets families reuse outgrown items.