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Nursery at Dulwich College
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 If you spot anything outdated or inaccurate, please let us know.
Dough, dens and newly hatched ducklings give DUCKS Kindergarten its character: early learning here includes things children can handle, build and watch grow. Part of Dulwich College, this independent provision welcomes girls and boys from six months to three years. Its Baby Room serves ages 6–18 months, the Toddler Room 16–24 months, and the Duckling Room children aged two and above.
The usual full-time place totals are six in the Baby Room, 15 in the Toddler Room and 25 in the Duckling Room. These are room-specific figures, rather than the College’s capacity. ISI’s inspection of 18–20 March 2025 judged the registered early years provision good overall. That judgement belongs to this provision, rather than being an overall College grade.
Learning follows the Early Years Foundation Stage (EYFS), with activities covering its seven areas through children’s interests. In parent language, play is used to build communication, physical skills and the foundations for later learning. Shared books help toddlers put words together; planting introduces older children to vocabulary about growing things. Water-tray potion making gives children something to investigate.
The physical detail matters. A slide, sandpit and climbing equipment provide different ways to move, dig and balance. Dough work and picking up small textured materials exercise fingers ahead of writing. Forest school adds den building, tree climbing and experience with tools, giving children practice with manageable challenges and boundaries outdoors.
Learning precision. In March 2025, activity planning did not consistently identify the exact skills children should gain. Some early years teaching also offered too little challenge, allowing attention to drift. Families should weigh the appealing activities alongside these concerns about how deliberately learning builds from one task to the next.
Relationships with key people gave children emotional security in March 2025. Settling is adapted to the child, and visits to the next room make a change of group less abrupt. Parents receive updates each day and meet staff at parents’ meetings, providing regular opportunities to discuss development.
Food is cooked on site, with procedures addressing children’s dietary requirements. After naps, younger children have time to wake gradually, including comfort from staff before returning to play or having a nappy changed. These are tangible care routines for families choosing provision for a baby or toddler.
Independence. Adults sometimes did too much at meals, including cutting and plating food, limiting children’s chances to practise everyday tasks. Developing independence across the day was a March 2025 improvement priority.
Support for special educational needs and/or disabilities (SEND) includes early intervention and liaison with parents and outside providers. Visual timetables are one practical adaptation. Safeguarding was effective in March 2025, supported by checks on staff knowledge, first aid procedures and daily risk assessments.
Nursery attendance does not guarantee a Reception place. Treat the next admission decision separately from the benefits of familiar surroundings. For external applicants seeking Reception entry in September 2027, the school’s Admissions Portal is the application route and the registration deadline is 6 November 2026.
Transition practice offers a different kind of reassurance. In March 2025, pre-prep staff read with Kindergarten children, joined activities and contributed specialist teaching as children approached pre-Reception. Familiar adults and visits to the next room help children adjust; they should not be mistaken for an admissions entitlement.
Attendance is full-time and confined to term time. Kindergarten families can choose a full day of 8am–5pm or a school day of 8.45am–3.30pm. Before-school care covers 8am–8.45am, while after-school care runs from 3.30pm to 5pm. Both extensions have separate termly charges, and ad hoc sessions are also charged. Refer to the school for current charges.
Government Tax-Free childcare payments can be used for Kindergarten childcare and its before- and after-school care. For enquiries and tour bookings, contact the DUCKS Registrar at ducksregistrar@dulwich.org.uk or 020 8693 1538. Kindergarten tours usually run on Wednesday mornings during specified parts of the school terms, offering families a practical way to explore the rooms and daily arrangements.
Girls and boys can attend from six months to three years, across the Baby, Toddler and Duckling rooms.
Attendance is full-time during term time only.
The full day runs from 8am to 5pm; the school day runs from 8.45am to 3.30pm, with separately charged care before and afterwards.
Settling is tailored to the child. Key-person relationships, visits before moving rooms and daily parent updates support continuity.
No. Nursery attendance does not guarantee a Reception place. External applications for September 2027 go through the school’s Admissions Portal, with registration due by 6 November 2026.
