Sudbourne Primary School Nursery Review

Wellington boots, outdoor play and storytelling give Sudbourne’s nursery its character: children’s interests help shape the learning, alongside teaching that introduces new language and ideas. This is the nursery within Sudbourne Primary School in Brixton, with learning organised through the Early Years Foundation Stage (EYFS).

Ofsted graded the school’s early years provision Good at its September 2023 inspection. That judgement covers early years within the school, rather than a separately inspected nursery.

Play and focused teaching share the day. The EYFS approach combines activities children choose themselves with adult-led learning and group tasks, using both indoor and outdoor spaces. For a parent, that means time to explore an interest alongside opportunities to practise something with an adult. CUSP EYFS and Development Matters inform the thematic planning.

Outdoor learning follows interests that staff observe in the children. Wellington boots support play across different weather conditions, while role-play areas, storytelling and opportunities to experiment with writing give children ways to express ideas. Physical learning also has a clear purpose: work on balance and larger movements prepares children for the smaller movements involved in holding a pencil.

In September 2023, adults used stories and songs to build language, introduced unfamiliar vocabulary and prompted children to discuss their learning. Conversation is part of the teaching. Children also practised sharing and taking turns through play together.

Curriculum development. The September 2023 inspection identified a school-wide concern about subjects whose planned learning was not yet fully established, limiting depth of subject knowledge. This was a broader curriculum improvement requirement, rather than a nursery-specific criticism.

Additional support follows the Graduated Approach across the school and nursery. Targeted interventions generally take place in small groups, with reviews every 10 weeks. For children needing specialist help, support can be individual or group-based and is recorded in a tailored Learning Plan. The SENDCo and class teacher prepare that plan and review it termly; advice may also come from professionals such as a Speech and Language therapist. This gives families a defined review process for discussing support.

Communication combines personal contact with electronic updates. Class teachers are available before and after school, while information evenings, workshops, coffee mornings and parent consultations provide further opportunities to talk. Arbor carries newsletters, diary dates and information about visits and events. For a query about a child, the teacher or school office is the first contact; a longer discussion can be arranged as a meeting.

Nursery attendance does not guarantee a Reception place and does not confer priority under the school’s listed admission criteria. Families must make a separate application through their home borough, with a deadline of 15 January for entry the following September. Lambeth residents use Lambeth eAdmissions; families living elsewhere apply through their own borough.

The criteria cover looked-after children, qualifying siblings and professionally supported medical or social needs that the school is especially able to meet, followed by distance. Lambeth’s MEDSOC panel decides medical or social priority. Familiarity with the nursery does not replace that application process.

The school office handles enquiries at admin@sudbourne.com or on 020 7274 7631. Families can also use the online contact form. School tours can be arranged through the office, giving parents an opportunity to see the setting before making their decision.