Clyde Nursery School: play, stories and growing independence

Mud-kitchen cooking, books at snack time and children choosing their own play give Clyde its character. This maintained nursery school on Alverton Street in Deptford combines nursery education with a children’s centre. Places are offered for children aged two to five; there are 32 funded places for eligible two-year-olds.

Classrooms occupy the ground floor, with gentle slopes connecting them to the garden. That links indoor activity with outdoor exploration. Qualified teachers deliver the curriculum alongside a team qualified to at least level three, giving the provision a teaching structure as well as a care role.

Play has a clear place in the curriculum. Clyde follows the Early Years Foundation Stage, supported by Development Matters: children develop communication, physical skills and relationships alongside early literacy, mathematics, creativity and understanding of their world. Its Layers of Learning approach starts with children’s interests and combines activities they choose with experiences adults plan.

There is plenty to do with hands as well as words. Clay, threading, cookery and woodwork develop control of tools and materials. Outside, climbing, steering and balancing give children opportunities to practise larger movements. Children can choose between outdoor and indoor play, with adults supporting their learning in both spaces.

Stories run through the day. In February 2024, the book-of-the-week approach supported sustained attention to stories, while songs, rhymes and conversations helped children practise language. Reading also happened during snack time. Pretend ice-cream selling and mud-kitchen cooking brought adults into children’s play, making conversation part of the activity.

Teaching consistency. The February 2024 inspection identified uneven clarity about the knowledge, skills and vocabulary activities should teach. Children learned well overall, but some experiences needed sharper learning goals. For parents, the useful distinction is between an engaging activity and what a child gains from it.

Every family has a key person. For September starters, the settling plan begins with a home visit from that person and another class-team member. Families then spend an hour together in nursery on each of four consecutive days. By the fourth session, a parent may move to the parents’ room if their child is comfortable; the settling period can be extended. Plan time for this gradual start.

Parent consultations take place termly. Support for special educational needs and/or disabilities (SEND) includes plans developed with families, specialist advice and repeated reviews. A sensory room, soft play and a ball pool add practical options for children who need them. In February 2024, children needing additional support joined their peers across the provision, and safeguarding arrangements were effective.

Full-time children stay for lunch. Meals are charged, with free meals possible for full-time children whose families receive qualifying benefits. Snack routines also teach independence: in February 2024, children practised serving food and getting water with adult guidance. Clothing, washing and toileting are further opportunities to learn self-care.

Children leave Clyde for primary schools, mainly in the surrounding area. Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the applicable deadline; settling into Clyde and securing a primary-school place are separate decisions.

Transition support concerns familiarity and care. Children have opportunities to visit their next school with nursery adults they know. For children with SEND, the SENCO exchanges information with the receiving school and arranges meetings and visits; individual transition books and communication passports can help explain a child’s strengths and support needs.

Clyde operates in term time, between 8am and 4pm. The application form offers morning or afternoon part-time places and a full-time, 30-hour option. Breakfast club runs from 8am to 9am, with afterschool club from 3pm to 4pm. These extend the day around nursery sessions.

Eligible two-year-olds can access 15 funded hours each week in term time, with eligibility checked through the Lewisham Portal. Additional paid hours depend on space and discussion with the class teacher or key person about whether a longer day suits the child. Ask the school for current charges, including lunch.

Applications can be completed online or submitted using an emailed paper form. For enquiries, contact the office on 020 8692 3653 or admin@clyde.lewisham.sch.uk. Site entry uses an intercom, and staff control access to classrooms.