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Nursery at Colville Primary School
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 If you spot anything outdated or inaccurate, please let us know.
Daily rhymes, specialist art teaching and a dedicated outdoor learning space give Colville’s nursery a clear identity within the primary school. Red Class caters mainly for three- and four-year-olds, with rising-three places for children joining in the term of their third birthday. Capacity is capped at 60 children per session, including up to 12 rising-three children.
The nursery occupies the ground floor. A nursery teacher works alongside Early Years Educators, and children belong to smaller groups with a qualified key person. For families, that group structure matters within a provision of this size: each child has an allocated adult within the wider team.
Play and small-group teaching both have a place in the timetable. The Early Years Foundation Stage (EYFS) curriculum covers seven learning areas through activities children choose and sessions adults lead. Colville calls its approach learning powers, encouraging children to explore, keep trying and think creatively about problems.
Across the week, small groups tackle maths, phonics, topics and rhymes. Circle time addresses personal, social and emotional development, while focused work with an early years practitioner targets a child’s next learning steps. Nursery children also work in small groups with specialist teachers in PE, music and art. This gives the day several different kinds of adult-led activity alongside time to develop their own play.
Essential Letters and Sounds is the phonics programme. Daily rhyme sessions build familiarity with language, and the EYFS library supplies books for learning themes as well as books children choose to take home each week. Stories and songs also develop children’s awareness of letter sounds, a nursery practice described by Ofsted at its inspection on 30 April and 1 May 2024.
Indoor and outdoor activities receive equal emphasis in curriculum planning. Nursery and Reception have dedicated outdoor learning space, giving the youngest classes an area of their own for learning outside.
A home visit precedes nursery entry, giving families contact with staff before their child starts. Settling also affects the booking pattern: rising-three children can begin with mornings, move to full days after half term, or attend full time once settled, depending on the option chosen. Extended care can be booked after the nursery orientation period.
Food forms part of the full-day arrangement. The fee-paying core-day option includes a school lunch and snack. The school’s summer 2026 menus included penne pasta, falafel and roast turkey, with vegetarian choices and halal alternatives. These are examples of the school meal provision rather than a promise of a particular dish each day.
For children with special educational needs and/or disabilities (SEND), the class teacher is the first contact, with the SENDCo and Inclusion Team providing a further route for discussion. Families whose children receive specialist support are updated each term through a meeting or written report. Some nursery children receive speech and language therapy individually or in small groups through the Early Years team, so support can address communication needs before the next classroom move.
A separate application is essential. Nursery attendance does not guarantee a Reception place, and parents must apply again through the normal Reception process. The school’s School Admissions page provides the Reception application link. Keep that application separate from accepting a nursery place.
Transition support is a different matter from admission. The school’s SEND offer describes classroom visits and meetings with new staff, with individual time with the next teacher where enhanced transition is needed. These arrangements help prepare a child for change; they do not secure a place.
The core day runs from 8.50am to 3.20pm, Monday to Friday. Before and after school care extends the available day to 7.45am–5.45pm once orientation is complete. Rising-three Option D1 provides mornings ending at 12.15pm for the first term.
Eligible families can use 30-hour funding towards the full week, but an additional termly charge applies. Funding codes must be reconfirmed every three months. Families using the 15-hour entitlement can choose a charged full-time place; eligible Busy 2’s rising-three children can instead attend mornings for their first term. Ask the school for current charges for the chosen pattern, including meal and snack costs.
Nursery applications and prospective-parent tours are handled through the school office. Email admissions@colville.rbkc.sch.uk to enquire or arrange a tour.
It mainly enrols three- and four-year-olds, with rising-three places for children starting during the term in which they turn three.
The core day is 8.50am–3.20pm, Monday to Friday. Extended care is available from 7.45am to 5.45pm after orientation.
No. Parents must make a separate Reception application; there is no automatic transfer.
Eligible families can allocate 30 funded hours to the nursery, with an additional termly charge for the full week. The 15-hour entitlement can also be used towards a charged full-time place.
Contact the school office at admissions@colville.rbkc.sch.uk to arrange a prospective-parent tour.
