Nursery at The Park Infant & Nursery School

A Forest Schools area with a cabin and campfire space gives this nursery’s outdoor learning a concrete identity. Early years children use the area weekly, making exploration part of their regular learning rather than an occasional extra. The nursery belongs to The Park Infant & Nursery School within the Park Schools Federation.

Ofsted judged the school’s early years provision Good at its inspection on 30 and 31 January 2024. That judgement covers early years within the school; it is not a separate nursery rating.

Two sessions shape the nursery day: mornings run from 8:40am to 11:40am, and afternoons from 12:20pm to 3:20pm. Each gives families a defined attendance window.

The Early Years Foundation Stage (EYFS) brings learning and personal development together here. In January 2024, the early years curriculum set clear expectations for what children would learn and when, giving activities a defined learning purpose. Children were curious and engaged, with independence a clear strength. Predictable routines helped them work alongside one another and practise handling their feelings. Learning to tolerate others mattered alongside learning new knowledge.

Forest Schools adds a practical dimension. The outdoor area supports exploration, play and taking risks with adult support. A purpose-built cabin provides somewhere to change and a base for parts of a session; the campfire area gives the space another distinct feature. Four trained practitioners support Forest Schools across the federation. Weekly early years use means children have recurring opportunities to learn in a natural setting. In January 2024, outdoor teaching made effective use of this space, and children enjoyed their forest school experiences.

Support for additional needs starts at entry: children joining the nursery have a baseline assessment. Observation and further assessments help staff identify needs, so support can respond to the child rather than wait for difficulties to become established.

The federation’s SEND arrangements include teaching in small groups and individual teaching where needed. Progress in intervention groups is monitored, with approaches reconsidered if a child is not responding. Parents can contribute through progress reviews, telephone conversations and discussions about provision maps. This gives families a role in agreeing and reviewing support.

Speech and Language services, Occupational Therapy and the Learning Support Service are among the external services available or involved with the federation. Parents’ permission is sought before other professionals become involved. For a SEND discussion, families can arrange a SENCO meeting through the school office.

Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. Treat that application as a distinct decision from choosing nursery sessions.

For children with SEND, transition arrangements include consultation with parents and staff, information sharing with consent, and supported visits for the child and parent. These measures help the receiving team understand emotional, medical and learning needs. They are support for a change of setting or phase, rather than an admissions entitlement.

The morning and afternoon sessions have separate start and finish times, so the collection window depends on the session attended. General enquiries go to the school office on 01623 742663 or enquiries@parkfed.co.uk. An online message form provides another contact route.

Admission queries are directed to Derbyshire County Council’s admissions team on 01629 537479 or admissions.transport@derbyshire.gov.uk. This separates day-to-day nursery enquiries from questions for the admissions authority.