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Nursery at Grange First School
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Learning to be considerate starts in Nursery at Grange. Kindness, thoughtfulness and trustworthiness were explicit early-years expectations in the Ofsted inspection of November 2021, giving this school-attached provision a social purpose alongside its introduction to learning.
The nursery belongs to Grange First School on Norham Road in Gosforth. For parents choosing an introduction to school life, that relationship matters: the nursery sits within a school whose behaviour policy sets expectations for adults as well as children. Consideration for others is a shared responsibility, rather than something asked only of the youngest pupils.
Grange’s stated curriculum aims emphasise curiosity, new experiences and drawing on families’ backgrounds. That gives parents a useful starting point for understanding the educational intention: children’s experiences at home have a place alongside what they encounter at school.
Social learning has a clearer nursery-specific emphasis. In November 2021, children were learning from Nursery onwards about the conduct expected of a Grange pupil. Being thoughtful towards another child and learning to act kindly are part of that picture. The implication is practical: learning how to belong to a group is part of the nursery’s educational purpose.
For children with special educational needs, the school describes individual support plans and resources tailored to their development. Its school-level SEN team includes a coordinator, three SEN learning support assistants, a governor with SEN responsibilities and teaching assistants trained in intervention work. These are structures for discussing a child’s needs, rather than a promise of a particular allocation of nursery support.
Parent communication also has a named format. The Intervention Drop-in day gives families an opportunity to understand support, and parental feedback has highlighted the need for clearer information about what children receive. This makes discussion of a child’s individual plan especially useful.
For concerns about emotional well-being, the school directs parents first to their child’s class teacher. A trained counsellor and a Family Support Worker are also part of the school’s support structure. The Little Orange Book provides guidance on childhood illness, including decisions about keeping a child at home.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process; choosing the nursery should not be treated as securing the next stage.
For the 2026–27 intake, the admissions page gave 15 January 2026 as the Reception application deadline. That date has passed. Newcastle City Council’s School Admissions information is the signposted route for further admissions guidance.
The school invited prospective Nursery families applying for the 2026–27 intake to contact it to arrange a visit. Families considering a future intake should contact the school about visiting.
TreeTops is the school’s breakfast and after-school childcare provision, with bookings handled by the school office. Treat this as a school service rather than an assurance of nursery eligibility. For health questions relating to a child in school, the office is also the stated contact point.
No. Reception requires a separate application through the normal admissions process.
The school’s invitation to arrange a visit concerned the 2026–27 intake. For a future intake, contact the school about visiting.
The curriculum aims to encourage curiosity and introduce new ideas and experiences, drawing on families’ backgrounds and experiences.
It describes individual support plans and a school SEN team that includes a coordinator, three SEN learning support assistants and teaching assistants trained in intervention work.
The school directs parents to their child’s class teacher first. Its support structure also includes a trained counsellor and a Family Support Worker.
