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.
Nursery at The Carlton Infant 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 If you spot anything outdated or inaccurate, please let us know.
Crystals gives the youngest children their own starting point at The Carlton Infant Academy: Crystals 1 is the provision for two-year-olds, while Crystals 2 is the nursery class. Play and exploration shape the approach, with activities planned around children’s interests and development.
Eligible children enter the two-year-old provision at the start of the term following their second birthday, with an eligible code required. Nursery entry is from the third birthday. Both classes come under the oversight of the nursery teacher, supported by practitioners within the school’s early years team.
The Early Years Foundation Stage (EYFS) framework brings together children’s learning and development across seven areas. Here, books and questions provide starting points for exploration, while a child-led approach allows interests to influence activities. The practical implication is a day built around discovering, talking and trying things, alongside planned teaching.
Making is a concrete part of that learning. Early years children investigate colour and texture, experiment with marks and handle materials to create objects. Construction brings another kind of problem-solving: children stack materials, test whether structures balance and work together to adjust their ideas. These activities give small hands practice while encouraging children to explain their choices.
White Rose supports early years mathematics. Songs, counting equipment and number stories sit alongside measuring activities involving water or sand. Classroom maths areas and the outdoor learning environment let children return to ideas independently after work with an adult. Learning extends beyond completing a task: children can test the same idea through play.
Technology also has a practical place. Early years resources include Beebots, iPads, laptops and interactive whiteboards. Children explore what buttons do and use simple drawing software; stories and circle-time conversations introduce safe technology use.
In May 2026, Ofsted judged early years to be at the Expected standard. The important development point was consistency in adult conversation: some interactions extended children’s language well, but staff needed to make this more consistent to expand vocabulary and understanding. That matters in a provision where talk accompanies so much of the learning.
Settling starts with understanding the child. In May 2026, early years leaders worked successfully with families and other providers to learn about children’s needs and support their move into school. This gives the team information to shape support from the beginning.
SEND needs were recognised promptly, with effective help put in place. The school uses an assess, plan, do and review cycle when teaching staff identify a need, so support can be revisited rather than treated as a one-off decision. A SEND coordinator oversees provision, and the team works with the Redhill Trust Director of SEND.
Class Dojo gives parents direct contact with their child’s teacher. Important information also goes out through a one-way text system, making up-to-date family contact details essential.
Nursery attendance does not guarantee a Reception place. Families must make a separate school-place application through Nottinghamshire County Council’s online admissions process, following the deadline for their child’s application cycle. A telephone application route is provided for families who cannot use the online form. Treat choosing nursery and applying for Reception as separate decisions.
Published session patterns give Crystals 1 morning hours of 8:30am to 11:30am and afternoon hours of 12:30pm to 3:30pm. For Crystals 2, the published patterns are 8:40am to 11:40am or 12:15pm to 3:15pm, with the Crystals 30 hours pattern running from 8:40am to 3:15pm. Confirm your child’s Crystals class’s current start and collection times with the office before arranging childcare or coordinating siblings’ days.
Thirty-hour provision is available for two- and three-year-olds, subject to eligibility. To enquire, book a visit or put a child’s name on the nursery list, contact the office on 0115 910 0887 or email office@thecarltoninfantacademy.org.uk.
Eligible children can start Crystals 1 at the beginning of the term after their second birthday and must have an eligible code. Children can join the nursery provision from their third birthday.
Activities include building and balancing structures, exploring colour and texture, making marks, counting and investigating technology. The EYFS approach uses children’s interests, books and enquiry questions to shape learning.
Parents can contact the class teacher through Class Dojo and request an invite code from the teacher. The school also uses a one-way text system for important information.
No. Families need a separate school-place application through Nottinghamshire County Council’s admissions process, following the relevant application deadline.
Yes. Call the office on 0115 910 0887 or email office@thecarltoninfantacademy.org.uk to book a visit.
