The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Crosfield 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 If you spot anything outdated or inaccurate, please let us know.
A large outdoor space and an on-site Forest School area give Crosfield’s nursery provision a clear physical character. This maintained nursery school in South Norwood caters for children aged two to four, with an integrated provision offering 78 part-time places for three- and four-year-olds and another 34 places for younger children aged two to three. These are places offered, rather than a count of children attending.
Crosfield and Selhurst are distinct schools within a federation. For families, the focus here is nursery education itself, with outdoor exploration alongside indoor play and learning.
Play carries the learning. The Early Years Foundation Stage (EYFS) brings together physical development, communication and emotional development, alongside early mathematics, literacy, creativity and understanding the world. Activities respond to children’s interests and needs. A teacher-led approach uses observations to decide what comes next, rather than expecting every child to follow an identical path.
Core Learning Experiences turn those aims into recognisable activities. Children register using their photograph and name, investigate with real tools, and practise balancing between A frames on planks. Scooters and bikes develop coordination; paint, recycled materials and pretend play give children ways to express ideas. Accessible resources let them choose materials and extend their own play. Storytelling develops from sharing pictures and familiar refrains towards retelling stories and inventing endings.
Core Rhymes are part of each day, including Incy Wincy Spider and Wind the Bobbin Up. Children can use rhyme books to lead singing with friends. Forest School and local walks extend learning outside, while visits from BRIT school students introduce further creative experiences. Observations recorded through Tapestry help the key person plan subsequent activities.
At the May 2024 inspection, children collaborated outdoors to shift wooden planks and worked out ways to knot rope, combining physical effort with practical problem-solving. Language development. Older children’s conversations were not consistently extended enough to develop vocabulary and thinking. Families should weigh that improvement point alongside the opportunities for stories, songs and discussion.
Each child keeps an assigned key person throughout nursery. That adult is the family’s first contact, monitors progress and learns the child’s preferences around food, sleep and comfort items. This gives parents someone familiar to discuss both learning and everyday care.
Home visits are usually offered at the beginning of the academic year so children can meet their key person before starting. Families joining later are offered a meeting at school with their child. Settling arrangements are agreed with the key person and vary with how the child adjusts. During the first two weeks, staff concentrate observations on the new child and share an initial assessment with parents.
SEND support includes Makaton, Picture Exchange Communication System (PECS) and Intensive Interaction. A designated Sensory Room is used daily for work with small groups, giving targeted support a specific space. Parents participate in planning, with specialist advice available from therapists and educational psychologists. Safeguarding arrangements were effective in May 2024.
Children staying for lunch bring a packed lunch. Food is not reheated, so the healthy lunch guidance suggests a flask for hot meals. Breakfast Club includes food. These arrangements make lunch preparation part of the family’s routine.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by its deadline.
Transition support is a separate matter. Receiving Reception staff are invited into nursery to observe children and discuss their development and support strategies. Assessments and transition information are passed on; some children may benefit from a transition book to become familiar with new adults and surroundings.
Crosfield opens on weekdays during term time, from 8am to 3.30pm. Morning sessions run from 8.30am to 11.30am; afternoons run from 12.30pm to 3.30pm. The application form offers five mornings, five afternoons and longer-day patterns.
All children receive the universal 15-hour entitlement from the term following their third birthday. Eligible families can access a 30-hour package from 9.30am to 3.30pm with no additional charge, subject to limited places. An 8.30am start adds a charge. Eligibility for the additional funded hours must be reconfirmed termly. Breakfast Club runs from 8am to 8.30am, with limited places requested on the application form. Ask the school for current charges for additional hours.
Nursery applications can be emailed or delivered to either school, and administrators can help complete the form. Crosfield encourages visits: contact administrator@crosfield.croydon.sch.uk or 020 8654 7566.
The nursery’s own provision is for children aged two to four, with places for both two- to three-year-olds and three- to four-year-olds.
There is a large outdoor space and an on-site Forest School area. Activities include local walks, climbing and balancing, and exploring with tools and materials.
Children have an assigned key person. Home visits are usually offered at the start of the academic year; later starters are offered a school meeting. The settling period is agreed according to the child’s adjustment.
No. Families must apply separately for Reception through the normal admissions process by its deadline. Transition support does not secure an admission place.
Yes, children who stay for lunch bring a packed lunch. Food is not reheated; the lunch guidance suggests a flask if families want to send a hot meal.
