Bishop John Robinson Church of England Primary School Nursery Review

Creation is the nursery class name at Bishop John Robinson, a Church of England primary school in Thamesmead. Play and language give this provision its character: children choose activities, explore and build their communication through exchanges with adults. The nursery belongs to the school, so families also have access to its arrangements for discussing additional needs and keeping in touch with staff.

Child-led exploration shapes the Early Years Foundation Stage (EYFS) approach here. In parent terms, learning includes choosing what to investigate, trying ideas and talking about them, alongside adult teaching. Communication and early reading sit alongside mathematics and writing in the early-years curriculum. Adults are expected to develop children's language through questions and conversation, giving play a learning purpose rather than simply filling a session.

Indoor and outdoor learning are both part of the early-years provision, with trips and visits extending experiences beyond the usual learning spaces. Rhymes, storytelling and singing are concrete features of nursery learning. These give children opportunities to listen, join in and become familiar with the language of books.

Curriculum planning. The April 2024 ungraded Ofsted inspection identified weaknesses in the early-years learning sequence and in adult conversations with children. At that point, learning goals were insufficiently precise and their progression needed clearer planning; adult exchanges also did too little to develop sustained discussion. Inspectors found that these curriculum weaknesses left children less well prepared for later learning than they should be.

For a child who needs additional help, the class teacher is the first contact, with the Special Educational Needs Co-ordinator (SENCO) involved in assessing needs and organising support. School arrangements include small-group work, help within the classroom and individual support where appropriate. Parents take part in discussions about what their child needs, so support can be connected to concerns at home as well as observations in class.

The SEND policy uses an Assess, Plan, Do and Review cycle: staff identify a difficulty, agree support, put it into practice and check its effect. Reviews of interventions take place each term and include parents. External inclusion support works with early-years professionals to help children participate in everyday activities.

Physical resources across the school include a sensory room, fidgets and wobble cushions. These are school resources rather than a description of the nursery classroom; their relevance depends on an individual child's support plan.

Nursery attendance does not guarantee a Reception place. Families must apply separately through the normal Reception process. The school's admissions route requires a Greenwich Council Common Application Form, accompanied by address evidence, plus the school's supplementary form returned to its office. The stated application deadline is mid-January in the year of entry.

Transition support is a separate matter. For children with SEND moving between classes, teachers exchange information about needs and interventions. Children visit their next classroom and meet the teacher; a photographic transition book can be prepared if parents and the class teacher agree. That preparation helps a child recognise new people and spaces, but does not secure admission.

Nursery enquiries can go through the Contact the Office form or by telephone on 020 8310 9160. The admissions page also invites families to arrange a virtual meeting and school tour through the office.

Official letters are sent digitally, and newsletters arrive half-termly. Keeping the office's email record up to date helps families receive these communications. For illness, parents should telephone on the first morning their child is absent.