St Augustine's CofE Primary School Nursery

A mud kitchen that gets children talking gives a useful flavour of nursery life at St Augustine's: practical activity with a clear learning purpose. The nursery serves three- and four-year-olds on the same premises as the Church of England primary school in Pendlebury. Its admission number is 26, making it a defined nursery class within the school.

Ofsted's March 2026 inspection gave the school's early years provision a Strong standard judgement. That covers early years across the school, rather than a separate nursery rating. Children were settled and keen to learn, with emotional development given as much emphasis as early reading.

Conversation is part of the learning itself. Across early years, adults help children explain their ideas and frame questions; the mud kitchen provides a concrete example of how practical play develops language. Outdoor tasks also build control of small hand movements. These activities connect physical development with the communication children need to take part in learning.

The Early Years Foundation Stage (EYFS) brings together learning and development before formal school study. Here, staff establish what children can already do, then use checks on their learning to decide what comes next. The March 2026 findings describe carefully organised learning spaces that enable children to participate equally. Early reading receives close attention through phonics, alongside work on confidence and feelings.

Named teaching approaches add structure. White Rose Maths is used across the school, while nursery children have a weekly Jigsaw session for personal, social and health education. Themes include Healthy Me and Celebrating Difference, connecting learning with wellbeing and relationships. PE begins in nursery too, giving physical skills their own place in the curriculum.

Settling begins with contact between home and school. Early years teachers make home visits, and children can explore their classroom with a parent before starting gradually in September. Families also have an opportunity to meet the teacher. This gives children time to become familiar with the people and space involved in their new routine.

In March 2026, early years staff worked effectively with families to help children settle. Children with SEND and those experiencing disadvantage were building the foundations for further learning. For families seeking additional support, the school office can arrange a meeting with the SENCO. The school's SEND arrangements include three contacts a year for children on the SEN register to discuss individual targets and gather family views.

Nursery attendance does not guarantee a Reception place and does not confer admission priority. Families must make a separate application through Salford's online admissions service. Choosing the nursery therefore remains a separate decision from securing the next school place.

Practical preparation is distinct from allocation. Children meet their next teacher during a Move up afternoon. Those who find change difficult can have extra visits and a booklet using photographs to introduce their new classroom, toilets and adults. These arrangements help make the next stage familiar; they do not change admission priority.

Nursery registration is handled by the school office. Contact 0161 505 1317 or staoffice@vantageacademies.co.uk to enquire or arrange a school tour. A visit gives families an opportunity to meet the team before deciding whether to apply.