Christ The King Catholic Primary School Nursery

Bikes, sand and water outside; books, painting and role-play inside. Play shapes nursery learning at Christ The King Catholic Primary School, with children's interests helping determine the activities adults develop. Children can join after their third birthday. This is the school's own nursery, within its Catholic primary setting on Tollington Park in London.

Ofsted graded the school's early years provision Outstanding at the inspection on 29 and 30 January 2025. That judgement covers early years across the school; it is not a separate nursery rating. The provision combines opportunities for children to make choices with activities guided by adults.

Children have time to explore their own ideas and take part in adult-led learning. Staff observe play, demonstrate possibilities and help children take an activity further. A child's interest can therefore become the starting point for learning, rather than an interruption to it. Choosing an activity and staying with a project are part of the approach.

The Early Years Foundation Stage (EYFS) brings together seven areas of development. Its starting points are talking and listening, movement, and children's emotional and social development. Learning also includes maths, literacy, creative expression and discovering how the world works. These areas overlap: one play experience can build several skills, rather than becoming a miniature school lesson devoted to a single subject.

Indoors, children can use the book corner, explore pretend play, make pictures and practise cutting or sticking. Outside, the outdoor classroom includes cars and bikes alongside sand and water equipment. This gives children different ways to investigate and move. Phonics also introduces the sounds needed for early reading and writing.

In January 2025, early-years teaching gave children secure foundations across the curriculum, including support with vocabulary and sounds. Independence had a practical expression too: children chose writing materials, made a letter and used an indoor post box. Familiar routines supported children in doing things for themselves.

Observation helps staff decide what a child needs next. They consider children's achievements, interests and ways of learning, then use that information to plan activities. Parents' observations also contribute, making their knowledge of their child part of the learning process.

Activities are adapted to individual needs. Alongside learning, the EYFS approach includes care and welfare, with social skills such as sharing and waiting for a turn receiving attention. In January 2025, children in early years showed kindness and consideration for others. Together with routines that encourage independence, this gives the nursery day a social purpose as well as a learning one.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet its deadline. Choosing the nursery should therefore be a decision about the nursery experience itself.

For continuity of learning, children's records are passed on from nursery within the EYFS. That transfer helps staff carry forward knowledge about a child's development. It is separate from the allocation of a school place.

Enquiries go through the school office by telephone on 020 7272 5987 or by email to contact@ctks.co.uk. The school is at 55 Tollington Park, London N4 3QW.

Finsbury Park's rail, Underground and bus connections are an eight-to-ten-minute walk away. For families travelling by car, there is no visitor car park; pay-and-display bays are on Tollington Park and Turle Road. Travel arrangements deserve attention when planning the nursery journey.