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Nursery at Didsbury CofE Primary 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 If you spot anything outdated or inaccurate, please let us know.
A playground of its own and a play-based curriculum give this nursery a distinct place within Didsbury CofE Primary School. There are 26 places for children aged three and above, in a separate nursery environment within the school. The school aims to express its Christian ethos through making each child feel valued, whatever their needs.
Play shapes the learning, with adult teaching and guided groups alongside time for children to pursue their interests. The Early Years Foundation Stage (EYFS) brings together learning to communicate, developing physical skills and managing feelings and relationships. In nursery, counting, early writing and phonics can happen in learning areas, small groups or individual teaching. The week is adjusted around the children.
Open-ended resources give children ways to revisit taught ideas and try their own. Adults observe, offering help when needed and allowing space for independent exploration. Outdoor play happens daily in all weathers, so waterproof clothing matters. Baking days, trips and religious celebrations add experiences to talk about and investigate.
Language receives specific attention. Nursery children complete Wellcomm screening during their first six weeks, with small-group support addressing difficulties in speaking or understanding. EYFS staff also train in the ShREC approach to interactions. For parents, this means language development has both an everyday place in play and a route to targeted help.
Curriculum concerns. At the Ofsted inspection on 22 and 23 November 2022, early years provision was graded Requires improvement. In November 2022, some learning activities did not fit the intended curriculum, while planning left essential knowledge insufficiently defined, with these weaknesses especially pronounced in early years. Families should weigh the play-based approach alongside those concerns about what children learn and in what sequence.
Settling begins with a staggered introduction using morning or afternoon sessions. A transition booklet with pictures helps families talk through the change beforehand, and a home visit provides an opportunity to discuss preparation with the class teacher. The nursery encourages a brief, positive goodbye, helping children establish a repeatable routine.
Class Dojo carries photographs and messages between home and school; parents can also send milestones for celebration in class. Progress and targets are discussed at autumn and spring parents’ evenings, followed by a summer report. These provide planned points for discussing development alongside everyday contact.
Fruit through the National School Fruit Scheme and a carton of milk are provided daily. Lunch can be brought from home or taken as a hot meal, with hot dinners paid through ParentPay. Food containing nuts must stay at home because children have severe allergies.
For children with SEND, the school's support process involves parents through assessment, planning, putting support into practice and reviewing it. Provision Plans describe additional help, while One Page Profiles capture children's needs and preferences. Concerns can be raised with the class teacher or the SENDCo.
Nursery attendance neither guarantees a Reception place nor confers admissions priority. Families must make a separate application through their home local authority; Manchester residents apply to Manchester. The closing date is 15 January, with school application forms for the September 2027 intake due by 15 January 2027. A school form is required alongside the local authority application.
Preparation and allocation are separate matters. For children with SEND moving between classes, transition support includes meetings with parents and the current and next teachers, plus time in the new classroom. Some children may also use a photo transition book or social story to help make the change understandable.
Five morning sessions run Monday to Friday, ending at 11:45am. Children eligible for a 30-hour place can attend up to five full days, Monday to Friday, from 8:35am to 3:00pm. Children eligible for free school meals may stay until 1:00pm. Families without 30-hour eligibility can pay to extend sessions; hours are agreed before each new term. Ask the office for current charges.
Didsbury CE Kid's Club provides additional care, with breakfast provision opening at 7:30am and afternoon care closing at 6:00pm. Nursery drop-off uses Gillbrook Road's double green gates, open from 8:35am until 8:45am; collection is from the main playground at 3:00pm.
Uniform includes a white polo shirt and navy knitwear, with grey trousers or shorts, or a navy skirt or pinafore. A navy book bag is required because storage is limited; nursery children do not need a PE kit. For enquiries or to arrange a visit, telephone the school office on 0161 445 7144.
The nursery caters for children aged three and above and has 26 places.
All nursery children receive 15 funded hours and attend five weekday mornings until 11:45am. Children eligible for 30-hour funding can attend up to five full days from 8:35am to 3:00pm. Paid extensions are possible for families without that eligibility.
Children start gradually through morning or afternoon sessions. Families receive a picture transition booklet, and preparation can be discussed during the home visit.
No. Attendance does not guarantee a place or confer priority. A separate local authority application and school form are required, with the normal closing date of 15 January.
Early years provision was graded Requires improvement at the inspection on 22 and 23 November 2022. This was the early years judgement within the school inspection, rather than a separate nursery inspection.
