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Nursery at Cotgrave Church of England Primary 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 If you spot anything outdated or inaccurate, please let us know.
Nursery rhymes, new words and outdoor building give Cotgrave’s nursery its character. Listening and speaking are central to the early years work, with adults helping children develop the language they need to take part in learning. The emphasis is on foundations: hearing carefully, joining in songs and finding words for ideas.
This is the nursery provision within Cotgrave Church of England Primary School. Ofsted’s December 2025 inspection judged early years to meet the Expected standard. That judgement covers the school’s early years provision rather than a separately inspected nursery.
Conversation does real teaching work here. Across early years, adults demonstrate clear speech and introduce vocabulary in contexts that give it meaning. Children then have opportunities to try those words themselves. For a young child, this connects learning language with using it, rather than simply hearing an adult explain something.
In the Nursery Year, listening receives deliberate attention. Children become familiar and confident with nursery rhymes, building foundations for later reading and writing. Singing therefore has a purpose beyond joining in: it gives children practice in listening and using language together.
Outdoor play brings a different kind of learning. Blocks and crates become materials for imaginative construction, with staff encouraging children’s ideas. These are concrete resources children can build with, while imagination gives their activity direction. Adults also watch how children engage with activities and provide encouragement or help to take learning further.
Across the early years foundation stage, the curriculum supports development across its areas of learning. In December 2025, activities helped children develop across those areas, and the early years curriculum was carefully planned and effectively taught. The combination of language work, singing and imaginative outdoor play gives parents specific examples of how that learning takes shape.
Relationships with families support the start of early education. In December 2025, early years staff and leaders worked effectively with parents and carers to help children begin successfully. That partnership matters because starting nursery involves both the child and the adults supporting them.
For children with special educational needs and/or disabilities, early years teaching and curriculum activities are adjusted appropriately. Support also happens within activities: staff notice children’s engagement and respond with help and encouragement. The practical implication is that participation and learning receive attention together, rather than treating support as a separate task.
The school met safeguarding standards in December 2025. This is a school-wide finding: concerns were recognised, addressed and managed within a culture of shared responsibility.
Attending the nursery does not guarantee a Reception place. Families must make a separate application for Reception through the normal admissions process. Learning preparation and admission are separate matters: the nursery’s work on listening and nursery rhymes supports children’s next steps in learning, but does not secure their next school place.
The nursery is part of the school at The Cross, Cotgrave, Nottingham, NG12 3HS. The school’s telephone number is 01159892204.
No. Nursery attendance does not guarantee a place, and families must apply separately for Reception.
The December 2025 inspection judged the school’s early years provision to meet the Expected standard. This is not a separate nursery inspection outcome.
Listening and nursery rhymes receive specific attention in the Nursery Year, helping build foundations for reading and writing.
Children in early years use blocks and crates for imaginative building, with staff encouraging their ideas.
Early years staff adapt teaching and curriculum activities for children with special educational needs and/or disabilities, and provide support as children engage with activities.
