Crich Carr CofE Primary School Nursery

Pirate treasure, makeshift boats and children directing one another through play equipment give Crich Carr’s early years its practical character. Play has a purpose here: developing confidence with other children alongside curiosity and persistence.

The nursery belongs to Crich Carr CofE Primary School on Main Road in Whatstandwell, a Church of England school serving children aged 3 to 11. Its early years curriculum connects nursery learning with the next stage of school. Ofsted graded the school’s early years provision Good at the inspection on 18 and 19 March 2025; that judgement covers early years within the school rather than a separately inspected nursery.

The Early Years Foundation Stage (EYFS) provides the framework for learning and care. In parent terms, this means children develop through supported play, with communication, physical development and social and emotional skills supporting their learning elsewhere. Literacy and mathematics sit alongside creative expression and learning about the world. These areas connect rather than becoming a timetable of isolated subjects.

Development Matters guides progression. Planning draws on seasonal changes, festivals and local events, then responds to what interests individual children and what they are ready to learn next. Adults join children’s activities to help them take their thinking further. The emphasis includes trying ideas, sustaining attention and persisting when something takes effort.

In March 2025, early years activities included imaginary treasure hunts and boat-building using tyres and planks. Children also practised explaining a route through equipment to one another. These are concrete opportunities to cooperate, solve practical problems and communicate. Personal and emotional development received deliberate attention, with adults using their exchanges with children to extend learning.

Relationships form part of the early years approach. Connections with parents and a key person are presented as the basis for children developing independence and confidence. Children’s different rates of development also shape the curriculum, making individual next steps central to planning rather than assuming everyone moves together.

The school’s inclusion policy covers its children aged 3 to 11. Teaching is intended to be adapted to individual needs, and the SEND Information Report explains provision for additional special educational needs. A SEND coordinator provides a contact point for families. This gives parents a school-level route for discussing support alongside the nursery’s focus on individual development.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet its deadline. Curriculum continuity is a learning connection, not an admissions entitlement.

For nursery enquiries, contact the school office on 01773 852070 or email enquiries@crichcarr.derbyshire.sch.uk. The business officer handles initial parent queries. Visits to the school are welcomed, giving families an opportunity to discuss the provision directly.

Curriculum breadth. The March 2025 inspection identified a school-wide weakness in understanding different cultures and faiths. Its improvement requirement concerned curriculum experiences for all pupils, so families should keep that wider school priority in mind.