Moreland Primary School Nursery Review

Workshop areas and time outdoors give Moreland’s early years provision its character: children can choose where to learn for much of the day. The school’s nursery class serves three- and four-year-olds and sits within Moreland Primary School and Children’s Centre. Younger children have distinct provision, including a baby room for ages six months to two years and a toddler room for two- to three-year-olds.

Independence shapes the classroom layout. Workshop areas let children pursue activities, while access to outdoor learning extends those choices beyond the room. Outside activities cover the curriculum too, rather than serving only as a break from learning indoors.

The Early Years Foundation Stage (EYFS) approach connects early reading, writing and maths with children’s development and interests. Books, rhymes and stories introduce language; practical maths experiences give children something concrete to work with before they apply skills through play. Letters and Sounds is the named reading programme, beginning in Nursery. In July 2025, Ofsted described nursery children learning to tell environmental sounds apart, building the listening skills needed for later phonics.

Seasonal themes provide a starting point. Into the Woods and Imaginary Worlds sit alongside planning shaped by celebrations, favourite stories and children’s own interests. These themes guide learning rather than fixing every activity in advance. Staff use observations to plan each week, adjusting experiences to children’s learning needs and changing interests.

For the under-threes, the emphasis shifts towards movement, relationships and communication. Treasure baskets invite sensory exploration; sand, water and messy materials offer practical investigation. Puppets, singing and pretend domestic play add opportunities for language and imagination. Provision changes in response to the children using it, so their interests help determine what comes next.

Settling-in forms part of curriculum planning, both for the nursery class and for younger children. In the under-three provision, routines include exchanges between parents and the key person at the beginning and end of a session. Snacks and meals, toileting or nappy changes, handwashing and tidying provide predictable points in the day. Stories and singing sit within that rhythm too.

An autumn reading workshop gives parents guidance for supporting reading and writing at home. For children with special educational needs and disabilities (SEND), Moreland’s school-wide policy provides for learning adapted to developmental needs, with further adjustments in short-term planning. That makes individual needs a planning consideration, rather than expecting every child to follow an identical route.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. Moreland’s school admissions are determined by the London Borough of Islington, whose admissions service is the route for that next application. Treat choosing a nursery place and applying for Reception as two separate decisions.

For the three- and four-year-old nursery class, enquiries go directly to the school office. The Children’s Centre also provides application packs that families can collect, download or request to be sent, and offers help completing forms. Open mornings can be booked by telephone. This gives families a direct enquiry route before making an application.