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SchoolsNottinghamHucknall Flying High AcademyNursery
State School

Hucknall Flying High Academy Nursery Review

Shepherd Street, Hucknall, Nottingham, NG15 6WU·Nottinghamshire·URN: 147075A 6-digit identifier assigned by the Department for Education (DfE) to uniquely identify schools in England and Wales.
Primary
Nursery Provision
Mixed
Ages 2-11
Religious Character: None
Primary Ranking
703
Academic
Based on 2025 KS2 results
Based on 2025 KS2 results
331
Overall
Combines KS2 results with Ofsted-based inspection score
Combines KS2 results with Ofsted-based inspection score
1
Hucknall
FMS Inspection Score

The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.

Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.

Elite
10/10
Application Demand
84%
1st preference success
Oversubscribed
School official?Claim Profile
OverviewNurseryPrimaryOfstedApplication Demand

Nursery at Hucknall Flying High Academy

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 If you spot anything outdated or inaccurate, please let us know.

At a Glance

Abstract, habitat and rotate: ambitious vocabulary starts young at Flying Start Nursery. At Hucknall Flying High Academy, the nursery serves children aged 3–4 within the school's Early Years Unit. Its team includes a nursery teacher, an EYFS lead teacher and a teaching assistant, placing teaching and care within the same early years structure.

Ofsted graded early years provision Outstanding at the inspection on 18 and 19 June 2024. That judgement covers the school's early years provision, rather than a separately inspected nursery.

The Nursery Day

Language gives the nursery curriculum its clearest character. In June 2024, adult interactions helped children build knowledge through carefully chosen activities; the youngest children used abstract, habitat and rotate accurately. These are substantial words for young learners. The practical value is being able to describe ideas precisely, rather than simply recognise an object or repeat its name.

The Early Years Foundation Stage (EYFS) brings learning across different areas together. Here, adults guide children's attention towards activities that build the foundations for their next stage. Reading begins in early years, giving books a place in children's learning from the start.

Creative work adds another dimension. Painting, drawing and sculpture are planned progressively from Nursery onwards. The school's Creative Thinking Sequence moves from discovering artwork to exploring materials, designing, making and reviewing. For a young child, that means creative learning includes trying an idea and returning to it, as well as producing a finished piece. The school also has an Art & D.T work space, a dedicated physical area for children's artwork.

Care and Support

Conversation with staff has a practical place in family life: parents can speak to the early years team at collection or drop-off, or telephone them. This gives families a direct route to discuss their child with the adults involved in teaching and care.

Preparation for starting nursery includes sharing medical conditions and special educational needs on the registration form. Relevant services can then be contacted to support the child's transition. For children needing additional transition support, the school uses parent meetings, conversations between settings, transition books and social stories; extra visits can be arranged where necessary.

Across the school, children on the SEND register have individual support plans with specific targets and interventions. Parents meet the class teacher and SENCo three times a year to review support. Half-termly SEND coffee mornings in the school hall provide another opportunity to talk with the SENCo, ELSA lead and other parents. The building has level entry, a lift to the first floor and an accessible changing facility upstairs.

Moving On to Reception

Nursery attendance does not guarantee a Reception place. Families must make a separate school application through Nottinghamshire County Council's online process in the autumn before their child starts school full time.

For the now-past 2026 intake, applications closed on 15 January 2026. Keep the nursery registration and the Reception application as separate tasks: completing one does not replace the other.

Additional transition support can include extra visits and information shared between settings. Those arrangements help adults prepare for a child's needs; they should be considered separately from the allocation of a school place.

Practical Information

Children can start Nursery at the beginning of the term following their third birthday. Registration gives the school the family's contact details so it can communicate about the place and transition dates.

For nursery enquiries, contact the school office on 0115 7012020 or office@hucknallfha.co.uk. The academy is on Shepherd Street in Hucknall.

FAQs

Flying Start Nursery serves children aged 3–4. Children can join at the beginning of the term after their third birthday.

No. Families need to apply separately for a school place through Nottinghamshire County Council's normal application process.

Early years provision was graded Outstanding at the school's inspection on 18 and 19 June 2024. This was a judgement within the school inspection, not a separate nursery rating.

Parents can speak to staff at drop-off or collection, or contact them by telephone.

The nursery registration form allows parents to share special educational needs and medical conditions. The school can contact relevant services to support transition, with additional visits and other transition support where needed.

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