Stokesley Primary Academy Nursery Review

Stories, counting and children’s own ideas shape nursery learning at Stokesley Primary Academy. Provision starts from age two, with N1 serving two-year-olds and rising threes alongside Foundation Stage One (FS1), the nursery. This is early education within the primary academy, with play and adult-led teaching sharing the day.

Language gives the provision a clear focus. In April 2025, children across early years, including the two-year-old provision, were learning skills for their next stage effectively, following familiar routines and enjoying play together. Songs and rhymes helped them retain new words. For parents, that connects the social side of nursery with purposeful learning.

Children have time to choose activities as well as join teaching led by adults. The Early Years Foundation Stage (EYFS) brings together communication, movement and emotional development with early reading, maths, creativity and discovering the world. Topics take account of children’s interests and existing knowledge, giving their questions a part in what happens next.

Daily maths and phonics sessions provide structure for nursery children. Little Wandle Phonics is the named reading approach; stories are shared daily, with listening, attention and oral blending activities building early reading skills. Maths includes counting objects and actions, alongside songs, stories and practical play. Numbers have something concrete attached to them.

Resources remain accessible in the different learning areas, while activities change to match children’s interests and next steps. Nursery construction includes Duplo, and children explore how materials work together. Art involves drawing, mixing colours and handling play dough. Hands-on exploration of natural materials extends learning about the world; children also learn their way around spaces including the sand area. These activities give children choices about what to make and how to pursue an idea.

Wednesday is library-book day in FS1. Children bring a blue book bag to select something to share at home, extending the nursery’s story-based learning into family time.

Settling begins with invitations to informal Stay and Play events. Parents complete entry information to help staff recognise additional needs or concerns before a child starts. For children with specific needs, a family visit and discussion with the SENDCo can help preparations happen before their first day.

Launchpad for Literacy helps early-years staff identify speech, language and communication difficulties and plan intervention. Support follows the Graduated Approach, with termly reviews involving parents. Class Dojo provides contact with teachers and the SENDCo; communication books can also be used when agreed useful. Families can share what works at home so support can connect across both settings.

Food brings another opportunity for independence: nursery children practise eating for themselves and using a knife and fork. Families can choose a school meal or packed lunch, with the school asking them to keep the same option for each half term where possible. Lunchtime supervision and a hot meal are separate charged items. The main school building has entrances at ground level, with no steps or ramps, a practical consideration for children with physical disabilities.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal Reception process. Register with North Yorkshire’s Education Department; the school office and child and family support worker can help with the application.

For children with SEND, transition planning is individual. Possible arrangements include time with the new teacher, books to share at home and visits to the next classroom. Teachers exchange information about the child’s needs. This preparation supports familiarity with the next stage; it does not secure admission.

Morning sessions run from 8:45am to 11:45am, afternoons from 12:15pm to 3:15pm, and full days from 8:45am to 3:15pm. The 15-hour pattern comprises five mornings or five afternoons, Monday to Friday. Some two-year-olds qualify for funded provision; the universal 15-hour entitlement begins the term after a child’s third birthday.

The 30-hour offer has eligibility conditions. Five full days include additional lunchtime hours that attract a charge. Eligible families can instead choose a 29-hour pattern of four full days and one half day, or a 26-hour pattern of four full days, with no additional-hours charge. Additional sessions can be purchased, and more flexible arrangements depend on spare places, with funded children taking priority.

For enquiries or a visit, contact the office on 01642 711071 or contact@stokesleypa.org.uk. FS1 afternoon families wait at the side gate for staff to admit them.