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Nursery at Dorothy Gardner Nursery 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 If you spot anything outdated or inaccurate, please let us know.
Water, paint and clay are everyday materials at Dorothy Gardner, with children choosing between indoor play and the garden throughout their session. Expect clothes to get messy. This is a nursery school in its own right, at 293 Shirland Road, rather than a nursery classroom within a primary school.
The provision includes eligible two-year-olds alongside older nursery children. The federation admissions page allocates Dorothy Gardner 65 funded education places for three- and four-year-olds. Its place within Queen’s Park Federation connects it with other schools and family services, while the nursery retains its own identity.
A session begins with children pairing their photograph with their name, including a home-language script where appropriate. They then select their play, indoors or outside, with adults inviting them into focused activities. Tidying is shared, and story time brings children together. The pattern gives children choices within a recognisable routine.
The Early Years Foundation Stage (EYFS) combines learning with care: talking, movement and managing feelings sit alongside early reading, writing, maths, creativity and exploring the world. Daily access to clay, water and paint makes that learning practical. A lending library includes books in different languages and scripts, so families can extend book-sharing at home.
Forest School adds a different outdoor experience. Each week, a group goes to Sandy Heath in Hampstead for activities connected with the curriculum; this is group provision, rather than a promise that every child attends weekly.
At the May 2022 inspection, Ofsted identified communication and language as a strength, with children using vocabulary about fire-making accurately. Bread cooked over a campfire and careful handling of the pet snake gave learning a tangible purpose. Counting, measuring and making written lists also featured. However, curriculum plans needed greater precision about what children should learn and when, and some staff interactions missed opportunities to extend learning. Those are useful questions to explore when considering the teaching approach.
Each child has a key person who gets to know the family, supported by a team that provides another contact when shifts mean that adult is away. Termly meetings discuss progress; photographs and observations form a profile that parents can read and contribute to. Communication has a regular structure.
Settling requires family time. The handbook asks a parent or familiar adult to remain with the child initially and allows a week or longer for adjustment. Separation develops in discussion with the key person, with the Dining Room used as a nearby waiting space. A comfort toy can help.
Fruit, water and milk are accessible during sessions. Children staying for lunch receive halal meals, with a vegetarian alternative. The nursery is nut-free, and families must disclose food allergies. Spare clothes support prompt changes after wet play.
SEND support includes work with therapists and possible targeted groups such as Early Talk Boost and Attention Builder. Families can discuss concerns with the federation SENDCo and book an educational psychologist appointment. In May 2022, support for children with SEND involved individual planning with parents and specialists, and safeguarding arrangements were effective.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal Reception admissions process and meet its deadline; nursery enrolment should never be treated as that application.
The child’s observation and photograph profile goes to the family when they move to Reception. It provides a concrete record of their interests and learning, separate from the question of securing a school place.
Funded places operate during term time, with 15- or 30-hour provision depending on family circumstances. The 15-hour pattern uses five half-days, and a requested morning or afternoon preference is not guaranteed. Morning sessions run from 8.45am to 11.45am; the limited 30-hour provision runs Monday to Friday, 8.45am to 3.45pm.
Funding excludes meals, consumables, extra hours and additional services. Extra hours can carry charges; ask the school for current charges. Nursery applications use an application form, and families can arrange a visit to meet staff.
Comfortable clothing, wellies and spare clothes suit the garden and creative play. Collection arrangements are agreed with families, and changes to the collecting adult need advance notice. This matters when relatives share childcare.
No. Reception requires a separate application through the normal admissions process by its deadline.
A parent or familiar adult stays initially. The process may take a week or longer, with separation agreed with the child’s key person.
Fruit, milk and water are accessible during sessions. Lunch for children staying includes halal meals and a vegetarian option. The nursery is nut-free.
The Forest School arrangement takes a group to Sandy Heath in Hampstead each week. It does not promise weekly attendance for every child.
Yes. Families can make an appointment to look around and speak with the staff team.
