Wellesbourne Community Primary School Nursery

Early mark-making with Letter-Join, music taught through the Kodaly method and space to design outdoors give Wellesbourne’s nursery its own character. This is the school’s provision for three and four year olds on Abbotsford Road in Liverpool, within its Early Years Foundation Stage (EYFS).

In the Ofsted inspection published on 24 February 2026, early years met the Expected standard. The nursery-specific picture was reassuring: children adjusted quickly to starting, developed trusting relationships with adults and learned to follow familiar routines. For a child beginning group education, that provides a foundation for taking part.

Language runs through the learning. In February 2026, carefully selected books and vocabulary supported children’s conversation and interest in reading. Adults generally extended children’s thinking through discussion, checked their understanding and gave extra practice where needed. Activities built on existing skills, making the next step manageable.

The EYFS brings together early learning and development. Here, its expressive arts and design work includes opportunities for children to choose their own activity, alongside adult guidance individually or in small groups. Design and technology areas operate indoors and outside, with additions to the art areas intended to prompt ideas or develop a particular technique. Children have room to experiment, with teaching alongside their choices.

Letter-Join begins with making marks in nursery, giving early writing a practical starting point. White Rose Schemes of Learning also begin at nursery, providing a planned sequence for mathematics. These are named approaches to two everyday strands of learning.

Music has a specialist teacher and covers singing, playing instruments and responding to music from nursery onwards. The Kodaly method shapes singing, including nursery rhymes. Together, these activities give children different ways to practise listening and expression.

Settling is supported by relationships and routine. In February 2026, children became comfortable in nursery quickly, while work with parents received close attention. Familiar routines helped children participate successfully, and adults offered additional practice to those who needed it.

For children with special educational needs and disabilities (SEND), teachers receive internal training and support from the special educational needs co-ordinator (SENCO). Teaching assistants are trained to provide SEN support. Adjustments can include visual timetables, additional thinking time and small-group support, so help can change the way a child accesses learning.

Parents can raise concerns with the class teacher or request contact with the SENCO through the office. Support follows an assess, plan, do and review cycle, with progress towards goals checked at least termly. That gives families a role in deciding the support and reviewing its effect.

Nursery attendance does not guarantee a Reception place at Wellesbourne. Families must make a separate Reception application through Liverpool’s normal admissions process and meet the normal deadline. Liverpool’s admissions criteria determine allocation, so choosing the nursery and securing a school place are separate decisions.

For pupils with SEN, preparation for a new class includes time with the incoming teacher, classroom visits and information about the new teacher to use at home. These activities help make change more familiar; they do not confer an admissions advantage.

The school office is the enquiry route: telephone 0151 226 9765 or email wellesbourne-ao@wellesbourne.liverpool.sch.uk. The nursery is at Abbotsford Road, Liverpool L11 5BA.

Autumn and spring uniform includes a white polo shirt, grey trousers or a skirt or pinafore, and a dark green cardigan or sweatshirt. The logo is optional. Clothing must carry the child’s name, helping staff and families keep track of belongings.