St Andrew's CofE Primary School Nursery Review

Stories, play and a full school day shape nursery life at St Andrew's in Boothstown. This is the primary school's own provision for children who are three by the start of September in their admission year. Its year-group model allows up to 60 children, organised into two mixed-ability classes of 30. Families join a school nursery with full places rather than a choice of part-time patterns.

Ofsted rated the school's early years provision Outstanding at its inspection on 5 and 6 June 2024. That judgement covers early years within the school; it is not a separate nursery rating. The nursery-specific findings give reading a clear place in the day, with children developing enthusiasm for stories.

Play provides the main route into learning. The Early Years Foundation Stage (EYFS) brings learning, development and care together, so activities serve a broader purpose than preparing children to read or count. Progress is assessed through observation rather than tests, with teachers assessing children daily and making a more formal assessment at the end of the nursery year.

Early mathematics has concrete content. Nursery support videos cover patterns, counting principles, positional language and routes, alongside subitising. These give parents specific parts of the learning to recognise and support at home. The Nursery Curriculum-On-A-Page also sets out learning by half term, while the nursery text overview gives families another way to follow the curriculum.

Reading starts with enjoyment of stories. Read, Write, Inc is the school's named reading and phonics scheme, placing nursery story experiences within a wider approach to learning to read. Outdoor clothing is planned for too: nursery children keep a navy fleece at school to wear beneath outdoor wetsuits during colder weather. This is a useful practical detail when preparing a child's school kit.

A nursery teacher works alongside teaching assistants within the EYFS team, which also has a phase leader. In June 2024, early years behaviour was supported by established teaching routines. For young children, those routines make expectations part of everyday learning.

Additional needs are considered before entry. The school's SEND process involves parents, health agencies and the local authority in assessing what a child needs, including resources and access to the physical environment. Support can include extra adult help, specialist materials and adjustments to teaching. Families can contact the SENCO through the school office, giving them a clear route into that planning.

School lunch arrangements use ParentPay, with payment made ahead of meals. Water is provided, or children may bring a drink. Changing meal arrangements requires at least a week's notice to the office, so families need to plan changes in advance. Contact the school for current meal charges.

Nursery attendance does not guarantee a Reception place and gives no admissions priority. Children who attended nursery are assessed against the same admission criteria as children who did not. Familiarity with the school must therefore be kept separate from securing a place.

Parents must make a separate Reception application to Salford's local authority. The admissions page gives 15 January as the application deadline and 16 April as the notification date in the year of admission, with applications made through Salford's primary-place application route. Put that separate application in the family calendar even after accepting a nursery place.

The nursery day runs from 9am to 3.25pm. Only full places are allocated, so this pattern suits families seeking the complete nursery day rather than individual morning or afternoon sessions.

Uniform includes a white polo shirt, a navy logo sweatshirt or cardigan as applicable, and black shoes. Label clothing clearly, including the fleece kept at school. For enquiries, contact the office on 0161 841 5460 or use the school contact form. Families can arrange a school tour by telephone or email.