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 Norbury Manor Primary 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 If you spot anything outdated or inaccurate, please let us know.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 pen passed between children at the interactive whiteboard captures the nursery's approach: recognising a name also becomes practice in taking turns. Learning begins with small routines. Norbury Manor Primary School's nursery, on Abingdon Road in Norbury, has admissions information describing 52 places divided between groups of 26. The admissions introduction describes entry from three, but another sentence specifies admission once children have reached four. Confirm your child's eligibility with the school office.
Adult teaching, supported practice and independent activity give the day its shape. The nursery uses I DO, WE DO, YOU DO: an adult demonstrates, children try with support, then use their learning independently. Daily carpet teaching covers language and music alongside maths, writing and phonics. Group activity follows, giving children another way to practise what they have just encountered.
Read Write Inc starts in the first nursery week. Children encounter a fresh sound each day, practise reading short consonant-vowel-consonant words and use fingers to help with spelling. This places explicit sound teaching early in the nursery experience. In maths, CPA means moving between objects, pictures and abstract ideas. Counting the children becomes a chance to explore how a total changes; a number line provides a visible reference.
The Early Years Foundation Stage approach connects learning with children's development: conversation, cooperation, practical number work and imaginative expression all have a place. Physical learning takes place indoors and outside. Music explores pulse, tone and tempo, while stories connect with the topic being studied. These are recognisable activities through which children practise listening, movement and expressing ideas.
Assessment begins with a nursery baseline. During the opening half of the autumn term, staff observe both play and tasks to establish a starting point for tracking development. The distinction matters: children's play contributes to the picture alongside adult-directed work.
Settling starts with a stay-and-play morning, described in the SEND information report updated in July 2025. Children can experience the setting and families can meet the team. A separate discussion with nursery staff gives parents time to talk about development and concerns before the new academic year. The nursery also welcomes parents into the setting with their children in the morning, supporting contact between home and staff.
For children with special educational needs and disabilities, the SENCO gathers information about support already received before nursery entry. More complex needs may lead to a visit to the previous setting, discussions with family and agencies, and a detailed transition plan. This gives the receiving team practical information to prepare support.
Blossom House supports deaf children from nursery onwards. Its team includes Teachers of the Deaf, teaching assistants trained in British Sign Language and specialist speech and language therapy support. Hearing technology is checked each morning and again as needed. Home-school books provide a route for families and staff to exchange messages about children receiving this provision.
Separate application. A nursery place does not guarantee admission to the school's Reception. Families must apply again through Croydon's admissions process or eAdmissions by the deadline for their entry year.
Nursery attendance is not included in the listed Reception priority criteria. These cover children in or previously in care, siblings, medical reasons and distance. Familiarity with the school therefore needs to be kept separate from the allocation of a place. For the September 2026 intake, the application deadline was 15 January 2026; that cycle is now past.
Session choice. Admissions information lists mornings from 08:45 to 11:45 and afternoons from 12:15 to 15:15, while the application form requires families to acknowledge morning-only provision. That restriction matters when arranging childcare. The school's breakfast and after-school clubs admit Reception to Year 6 children, so they do not extend the nursery session.
Nursery applications go directly to the school office, using the application form. A birth certificate and evidence of the home address are required. Families can arrange a nursery tour through the office on 0208 679 3835 or enquiries@nmp.croydon.sch.uk.
The admissions introduction describes entry from three and no dedicated two-year-old provision, but another sentence specifies admission once children have reached four. Confirm your child's eligibility with the school office.
Admissions information lists 08:45 to 11:45 and 12:15 to 15:15. The application form also requires acknowledgement of morning-only provision.
The July 2025 SEND information report describes a stay-and-play morning and a meeting between parents or carers and the nursery team.
No. Nursery attendance is not among the listed Reception criteria, and a nursery offer does not guarantee a Reception place. A separate application is required.
The breakfast and after-school clubs' eligibility runs from Reception to Year 6, excluding nursery children.
