St Mark's Catholic Primary School, Westerhope Nursery Review

Stories, play and older-pupil buddies give St Mark’s nursery its character. This is nursery provision within a Catholic primary school in Westerhope, with Year 5 pupils paired as buddies for nursery children. That creates a connection with the wider school while children are still at the beginning of their education.

In February 2024, nursery children were happy and inquisitive during learning activities, and adults met their physical and social needs well. The early-years curriculum had a clear direction, but its delivery needed greater consistency. Both points matter when weighing the care children receive against the learning opportunities they need.

Play combines children’s own interests with activities guided by adults. Within the Early Years Foundation Stage (EYFS), learning includes understanding the world, creative expression and personal development. Here, early science develops through the Understanding the World strand, while personal and social learning focuses on relationships, managing feelings and becoming more independent. These are practical foundations for taking part in a group and exploring new ideas.

Reading starts early. Read Write Inc. introduces phonics in nursery at a level matched to each child’s age and stage, rather than assuming everyone is ready for the same work. In February 2024, early-years children enjoyed familiar story phrases and following narratives. Books give them something to listen to, anticipate and join in with.

Movement also runs through the nursery day, with play outside and indoors supporting balance, coordination and strength. Music forms part of early-years topic work, connecting creative activity with other learning.

Curriculum delivery. In February 2024, some early-years activities fell short of the intended curriculum, and adults missed chances to extend learning during play. Some children consequently gained less knowledge and skill than they could have. The improvement required was specific: choose activities and resources that make better use of children’s learning opportunities.

Support for additional needs begins in nursery. The February 2024 findings described inclusion of disadvantaged children, including those with special educational needs and/or disabilities (SEND), alongside attention to the youngest children’s care needs.

Across the school, a qualified special educational needs coordinator leads provision. Families contribute through review meetings, and children with a higher level of SEN have termly reviews. Wheelchair access extends into the nursery, a concrete consideration for children with mobility needs. These arrangements give families a route into discussing access and adaptations.

Lunches are prepared on site, and nursery children can have school meals. Alternatively, children may bring a healthy packed lunch in a labelled container; fizzy drinks, sweets and chocolate bars are excluded. Choosing the meal option is therefore part of organising the day, alongside ensuring a packed lunch meets the school’s requirements.

Nursery attendance does not guarantee a Reception place. Families must apply separately for Reception through the normal admissions process, rather than treating nursery enrolment as the application.

The Year 5 buddy arrangement connects nursery children with older pupils. That is a social link within the school, separate from the decision about a Reception place. Nursery and Reception enquiries can both go through the school office.

The nursery is at Bardon Close, Westerhope, Newcastle upon Tyne, NE5 4BT. For nursery admission enquiries, contact the school office on 0191 286 9349 or email office@stmcps.org. The office handles questions about joining the nursery, providing a direct starting point for families considering this provision.