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Nursery at Rachel McMillan Nursery School and Children's Centre
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 If you spot anything outdated or inaccurate, please let us know.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 garden with a hill, tunnel and mud kitchen gives Rachel McMillan its defining character: children can take their learning outdoors throughout the year. In Deptford, this maintained nursery school serves children aged two to five, rather than forming a nursery class within a primary school. Its four mixed-age classes are called Shelters.
Capacity is 120 full-time equivalent places, with the number of children on roll depending on the balance of part-time and full-time attendance. Children keep the same Shelter base until leaving for primary school. That gives them a familiar home within a setting where they can also explore other Shelters and the garden.
Play drives the curriculum, with children choosing activities and adults introducing planned experiences. The Early Years Foundation Stage (EYFS) sets the framework for learning, development and care; here, that means building communication, independence and understanding through practical activity. Self-registration, snack breaks, Together Times and tidying punctuate the day. Counting fruit or sorting resources makes everyday routines part of learning.
Inside each Shelter, children have books, construction materials, role play and a quiet space. Outside, raised beds, a sand pit and a pond with supervised access broaden the possibilities. Garden access continues in wet weather, supported by spare wellies and waterproof clothing. Outdoor play is a daily choice, rather than an occasional outing.
Forest School uses woodland within the nursery grounds. Woodwork introduces real tools with close adult supervision, while Clay Play and Transient Art let children investigate materials and rearrange loose pieces into designs. In Storytelling, Story-acting, adults write down children's invented stories before the group performs them at Together Time. These are concrete routes into language, creativity and working with others.
The inspection on 4 and 5 March 2025 found sustained concentration during both independent play and adult-led activities. Teaching connected interests with new knowledge: building towers prompted counting and conversations about children's homes, while shared mud-kitchen recipes brought younger and older children together.
Each child has a Family Worker, the nursery's term for their key person. Teachers with early years qualifications work alongside practitioners and teaching assistants. Home visits help staff begin getting to know families before nursery life becomes familiar. In March 2025, children settled readily because staff invested time in understanding them and their families; safeguarding arrangements were effective.
Tapestry shares significant learning moments with parents, and each child has a focus week every term. Family meetings bring parents' observations into decisions about the next steps. This gives communication a purpose beyond photographs of activities.
SEND support includes personalised plans and involvement from outside specialists where needed. The March 2025 findings described early identification and adaptations that enabled children with additional needs to participate alongside their peers. Possible adjustments include visual cues, ear defenders and changes to snacks for allergies or dietary requirements. Families can discuss concerns with their Family Worker or Shelter teacher.
Children leave for different local primary schools during the academic year in which they turn five. Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet its deadline.
Preparation for that move is separate from admission. Leavers Learning Stories explain children's interests and the teaching approaches that help them. For children with SEND, support can include a receiving-school visit to observe the child, a visit to the new setting with a familiar adult, and transfer of their electronic SEND folder. The next team can prepare around the child's existing needs.
Core provision runs for 38 weeks each year. Morning places cover 9am to noon across five days; full-time places run from 9am to 3pm across five days. A limited alternative combines two full days with one morning. Daily attendance is preferred because enrichment activities take place on different days.
All three- and four-year-olds receive 15 funded hours from the term after their third birthday. Eligible two-year-olds can access 15 or 30 funded hours from the term after their second birthday, and eligible three- and four-year-olds can receive 30. Eligibility codes or letters must be shared with the office where required. Additional hours attract charges when they exceed funding; Breakfast Club and Tea Club are charged separately and require a regular booking across the school year. Ask the office for current charges.
There is no compulsory uniform. Clothes should allow movement, messy play and independent toileting. For nursery applications or a booked visit, contact admissions@rachelmcmillan.greenwich.sch.uk or call 020 8692 4041.
The school serves children aged two to five, with two-, three- and four-year-olds learning in mixed-age Shelters.
Yes. The usual 15-hour pattern is five mornings, from 9am to noon. Limited places combine two full days and one morning instead.
No. Nursery attendance does not guarantee a Reception place. Families must apply separately through the normal Reception admissions process.
Every child has a key person called a Family Worker. Parents can also speak with their child's Shelter teacher about development or concerns.
No. Breakfast Club runs from 8am to 9am, and Tea Club runs from 3pm until either 4.30pm or 5.30pm. These sessions are charged separately and need a regular arrangement across the school year.
