Little Chepstow Nursery at Chepstow House School

A mud kitchen, gardening space and the Wild Area give Little Chepstow a distinctly hands-on character. Children can plant, make a mess and explore outdoors alongside their classroom learning. This is Chepstow House School’s own mixed nursery in Notting Hill, welcoming children aged 2 to 4 in purpose-built accommodation.

At the March 2026 inspection, the nursery comprised three classes within the school’s early years section. Morning attendance and full days offer different starting points, with children moving to longer days in the term when they are ready.

Adult-directed learning sits alongside activities children choose themselves. In March 2026, ISI found that the early years curriculum supported early literacy, number work and communication, with adults adapting to children’s developing interests and needs. The balance matters: children receive guidance while having opportunities to pursue their own ideas.

The curriculum covers the seven learning areas of the Early Years Foundation Stage (EYFS). Here, that means practising conversation, managing feelings and developing coordination alongside counting, exploring shapes and making marks on paper. For children aged 3 and over, the school has an exemption from EYFS requirements for learning and development. EYFS rules governing safeguarding and welfare continue to apply. Children sort numbers, investigate measurements and begin connecting sounds with written words. Art materials, pretend play, dance and music give them other ways to express ideas.

Outdoors, the nursery has a large play space with a gardening area and mud kitchen. Forest School, planting and messy play complement exploration in the Wild Area, so learning about the natural world has a practical setting. Classroom activities also develop fine motor control, preparing hands for drawing and writing.

In March 2026, early years experiences included library outings and purchasing fruit along Portobello Road. These bring language and learning into familiar local situations. Physical development involves practising balance and climbing as well as rolling, catching and throwing, linking movement with growing independence.

Helping children express emotions is part of daily learning. In March 2026, early years staff supported children to recognise feelings in themselves and other people, and to find words for them. Adults also demonstrated listening and turn-taking. These are useful foundations for friendships and group play.

Parents can follow development through Arc Pathway, while early years families receive detailed progress reports. The nursery team includes lead practitioners and a teaching assistant; qualifications within the team include Montessori diplomas and a Foundation Degree in Early Years. The Nursery Head also holds a designated safeguarding role. March 2026 findings confirmed that early years staff followed safeguarding procedures for supervision and digital devices.

Support for special educational needs and disabilities (SEND) can include an Individual Learning Plan, developed with parental permission by class teachers and the Nursery Head in consultation with the SEND coordinator. Extra help may take place individually or in small groups. SEND admission depends on a child being able and having the aptitude to follow the academic curriculum, their needs being suited to it, and the school having suitable resources and facilities. Continued attendance depends on those resources remaining available and the school judging that staying serves both the child’s interests and those of the school community. If either condition ceases to apply, the school may withdraw the place. Wheelchair access is restricted to the ground floor, making the physical suitability of a placement an individual consideration.

School catering prepares meals on site, using fresh ingredients where possible, and provides break-time snacks. Staff aim to accommodate dietary requirements; parents should tell their child’s teacher about allergies or intolerances.

Children finishing Little Chepstow automatically receive Reception places. This school-specific arrangement gives families continuity, but formal acceptance still matters: the school requires advance fees by the date it sets to confirm a place. Reception arrangements should therefore be handled directly with the admissions team.

Nursery teachers work closely with Reception colleagues to support the move. That relationship concerns the child’s transition, alongside the separate practical steps for confirming the school place.

Morning sessions run from 8:45am to 11:50am; full days finish at 3:00pm after the same start. Families can choose five mornings, five full days or combinations between these, with charges structured by the selected session pattern.

Funding. Little Chepstow currently does not take part in the government’s 15/30-hour childcare scheme, although this is under review. Families should obtain current charges from the school when budgeting.

Enquiries go to admissions@chepstowhouseschool.co.uk or through the enquiry form. Personalised tours can be arranged before registration, normally on Fridays at 10am or at another suitable time. This gives parents an opportunity to discuss how the session pattern fits their child.