St Joseph's RC Primary School Nursery Review

Counting with ice-creams gives early mathematics a concrete starting point at St Joseph’s. In April 2024, nursery children practised counting and grouping objects by colour, building their understanding of numbers up to 10. Small activities had a clear learning purpose.

This nursery class belongs to St Joseph's RC Primary School, a Catholic primary school on Lanark Road in Maida Vale. It sits within the school’s early years team. Ofsted graded early years provision Outstanding at the inspection on 16 and 17 April 2024; that judgement covers the school’s early years provision rather than a separately inspected nursery.

Repeated practice shapes the learning. In April 2024, children returned to counting forwards and making coloured sets, using objects to explore number. This gives parents a useful picture of the teaching: children handle something concrete while developing an understanding they can use again.

The Early Years Foundation Stage (EYFS) connects learning with children’s development. Its seven areas encompass language, movement and relationships alongside mathematics, literacy, creativity and understanding the world. Play, exploration and questions help children develop their thinking. For parents, this means early education concerns how children communicate and manage themselves as well as what they know.

Daily routines also support participation. In April 2024, early years children picked up expectations quickly and moved readily between activities. Adults helped them develop social and emotional skills. Learning to manage a change of activity is part of the nursery experience, alongside learning to count.

For 2025–2026, a nursery class teacher worked within an early years team that included nursery nurses and teaching assistants with midday supervision roles. In the same period, the EYFS manager also held a deputy safeguarding lead role, connecting early years leadership with the school’s safeguarding structure.

For additional needs, the class teacher is the first contact, followed by the special educational needs coordinator (SENCo). The school’s support model moves from adaptations in ordinary teaching to targeted help and specialist advice where needed. School interventions include Talk Boost groups, speech and language therapy and occupational therapy; the appropriate support depends on the child’s needs.

Parents of children with an identified special educational need are invited to termly discussions with teaching and support staff and the SENCo. These meetings consider progress, support strategies and intended outcomes, giving families a recurring opportunity to contribute. Across the school site, accessibility features include ramps, a lift and an accessible toilet with changing facilities.

School lunches are prepared by a cook and catering team. Dietary concerns go directly to the school, so families can discuss their child’s requirements with those responsible for meals.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through their home local authority’s normal admissions process. For September 2026 entry, the application deadline was 15 January 2026, with online applications through eAdmissions. That deadline belongs to the past intake.

Support at a change of class is a separate matter from admission. Staff share children’s individual needs, learning progress and support strategies at transition points. This helps the next teaching team understand the child; it does not secure a place.

Nursery enquiries go to the school administration team at office@stjosephsschool.org.uk or 020 7286 3518. Office hours are Monday to Thursday, 8:30am to 4pm. These are contact hours, rather than nursery session times.

Nursery applications involve a supplementary information form, and the nursery admissions process includes a 30 Hours Code. Full uniform is expected each day, making clothing part of the practical preparation for starting.