Haberdashers' Castle House School Nursery Review

A one-acre Forest School and an Activity Studio in a converted barn give Castle House nursery a distinctive physical setting. Children have access to school grounds and shared creative spaces, but the quality of their daily experience needs careful consideration alongside those facilities.

The nursery provides care from birth to five years, with Baby room, Toddlers, Rising 3's and Pre-School groups, within Haberdashers' Castle House School in Newport. At the July 2025 visit, the registered early years setting had 92 children; that is an attendance figure from that inspection, rather than a measure of available places.

ISI judged the registered early years provision to require improvement following its inspection on 1 to 3 July 2025. Education, behaviour and attitudes, personal development, and leadership and management each required improvement. Safeguarding was effective.

Outdoor exploration is the strongest part of the picture. In July 2025, children used equipment and materials in purposeful play that developed movement, conversation and cooperation. Climbing, running and riding wheeled toys supported balance and coordination. The one-acre Forest School sits within three acres of grounds, giving outdoor learning a substantial physical base.

Indoors, the Activity Studio contains sensory materials, and singing, dance and performance sessions draw on shared school resources. The Early Years Foundation Stage concerns children's early learning and development: here, practical examples include dough modelling, threading and making early marks, which help small hands gain control. Older children also practised conversation through activities such as cleaning cars and washing clothes.

Consistency of learning. In July 2025, the curriculum's sequence was established, but staff put it into practice unevenly. Assessment did not reliably shape activities around individual children, and indoor provision was less suited to their developmental stages. Babies received attentive routine care but too little stimulation for exploration and interaction. Frequent adult direction also curtailed sustained play led by children themselves. Families should weigh those weaknesses alongside the outdoor opportunities.

Kind interactions and close supervision helped children feel settled in July 2025. Emotion corners gave older children a quiet place to work through feelings with an adult, while books helped them discuss emotions. Handwashing and learning about tooth care introduced everyday habits for looking after themselves.

Pre-school children ate in the main school dining hall and were becoming more independent at mealtimes. Staff shared daily care updates, and stay and play sessions let parents spend time alongside their child's learning. For children with special educational needs and/or disabilities (SEND), leaders worked with families on reviews and planning.

Key-person communication. The approach was uneven in July 2025: some families received developmental conversations, while others lacked regular information about progress and changing needs. Updates about learning also gave insufficient attention to what children should learn next. Improving communication, assessment, staff feedback and training were required next steps, so continuity between home and nursery deserves close attention.

Leadership oversight. In July 2025, leaders had missed some weaknesses in planning and teaching. Room monitoring did not reliably prompt improvements, and staff supervision did not consistently support development or reflection. Children consequently received differing levels of support and challenge between rooms. Families should discuss how leaders now check the experience in each room.

Safety arrangements were more secure. Staff understood how to raise safeguarding concerns; accident and medication procedures were implemented properly. Sleeping children were supervised and checked regularly.

Nursery attendance does not guarantee a Reception place. Families must make a separate application for Reception through the normal admissions process and meet the applicable deadline. Treat choosing the nursery and securing the next school place as separate decisions.

Full Day, Morning and Afternoon sessions are offered, and the nursery operates throughout the year. This gives families alternatives to following the prep school's term calendar. Contact the school for current charges.

The funding arrangement dated August 2020 deducted 20 hours of term-time funding from the relevant three-year-old fees where 30-hour funding applied. That historical arrangement also charged separately for lunch, morning and afternoon snacks, and the formal morning activity; it should not be treated as a current entitlement or charging promise.

To arrange a guided visit, use the visit form, telephone 01952 567600 or use the chat facility. Ask to see the room appropriate to your child's age and discuss how daily activities and key-person communication work in practice.