Gosforth Park First School Nursery

A bicarbonate volcano gives a clear picture of learning at Gosforth Park First School Nursery: children count their ingredients, watch what happens and find words to describe the change. Practical exploration has a purpose. Number knowledge and language become tools children can use in their own activities, rather than skills confined to an adult’s explanation.

This is the school’s own nursery provision in Gosforth. Ofsted judged the school’s early years provision Outstanding at the inspection on 13 to 14 May 2025. That judgement covers early years within the school, rather than a separately inspected nursery. The early years findings give families a concrete picture of children developing independence alongside their learning.

Learning brings together experimentation, counting and conversation. In May 2025, nursery children measured bicarbonate by counting scoops for a model volcano, then described the expanding eruption. The activity connected a quantity with something they could see happening. It also gave children a reason to use descriptive vocabulary: they had a change to explain.

Colour mixing supplied another example. Children combined primary colours and produced subtle variations in secondary shades. Here, experimenting with materials gave them something to investigate and compare. These examples show how practical activities can carry mathematical, language and creative learning together.

Across early years, staff developed children’s grasp of numbers and extended their language. Children subsequently applied that learning when working independently. The significant point for parents is the connection between adult support and children’s own exploration: children were using what they had learned, rather than simply repeating it back.

Independence receives deliberate support. The May 2025 early years findings describe staff helping children build confidence and persist with learning. That matters alongside counting and vocabulary: children are developing the willingness to try things for themselves.

For questions about additional needs or a child’s progress, parents can contact the school’s special educational needs coordinator (SENCO) directly. The role is held alongside the deputy headship, and the qualification record includes the National Award for SEND Coordination (NASENCO). Families therefore have an identified contact for discussing support. The school’s inclusion approach takes account of children’s individual needs and differing life experiences.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through Newcastle Local Authority’s online admissions process and meet the applicable closing date. An application is required even when a child already attends this nursery or has a sibling at the school.

Educational preparation is a separate matter. In May 2025, children in early years were ready for their next stage of learning. That finding concerns their development; it does not confer an admission entitlement.

The school office handles nursery enquiries and invitations to look around. Contact it on 0191 2852559 or email admin@gosforthpark.newcastle.sch.uk. A conversation or visit gives families a direct opportunity to discuss their child and ask questions before choosing the provision.

For current charges, refer to the school. Its nursery admissions page includes a Nursery Charging Policy 2026, alongside the nursery application and admissions policy.