Our Lady of Lourdes RC School Nursery Review

Early listening habits provide the clearest picture of nursery life at Our Lady of Lourdes. During the April 2023 inspection, children in the early years practised using their “elephant ears” when listening to adults. Inspectors saw them concentrate, cooperate and share resources amicably. These are small, concrete routines that help three-year-olds learn how to take part in a group.

The nursery is the early-years provision within this Catholic primary school on Bow Lane in Finchley, rather than a separately registered childcare setting. The school’s official age range starts at three. That shared-school context gives children an early-years base within the same establishment, while the nursery remains a distinct admission stage.

The early years follow the national foundation-stage framework, where play, communication and carefully sequenced experiences build the foundations for later learning. Published inspection evidence is strongest on how children learn together. The listening routine starts expectations early; children then practise concentrating, cooperating and using shared materials. For a nursery child, those repeated habits matter because they support language, self-regulation and participation in group learning.

Ofsted’s April 2023 report judged the early-years provision Good. That is an early-years-specific judgement, not the school’s overall grade. The report describes an ambitious school curriculum, but its detailed early-reading comments begin with Reception rather than nursery. They should not be read as a nursery phonics promise.

Relationships between home and the early years are a visible part of the provision. Parents contribute information about what children are learning, according to the April 2023 findings. This gives staff another view of a child’s interests and development, and gives families a practical role in the learning conversation.

Support for additional needs is described across the school: pupils with SEND were identified quickly, activities were adapted, and extra resources helped them access the same curriculum where possible. Families seeking nursery-specific support should discuss their child’s needs and the nursery arrangements directly with the school before accepting a place. The same inspection found safeguarding arrangements effective across the school, with staff training kept frequent and relevant.

There is no automatic progression from nursery to Reception. Families must make a separate primary-school application through their local council, including when applying to a school in another council area. Nursery participation and Reception admission are different processes, so a familiar building or continuity of routines must not be treated as an admissions advantage.

No claim of Reception priority is made here. Parents should check the admission arrangements for the year their child is due to start school, follow Barnet’s published process and meet that year’s deadline. This administrative separation matters even when a child is already settled in the nursery.

The provision is based at Our Lady of Lourdes RC School, Bow Lane, Finchley, London N12 0JP. The school is the direct route for current nursery enquiries, including places, session patterns, start dates, funded-entitlement arrangements, clothing, food, settling-in and collection procedures. Asking for the current written nursery information avoids relying on school-wide details that may not describe an early-years day.

Families should also explain any SEND, medical, dietary or care requirements during that enquiry. This allows a useful conversation about adaptations and handover before attendance begins.