Lower Farm Academy Nursery Review

Acorns puts practical exploration at the centre of nursery learning, with indoor activities, outdoor discovery and half-termly themes giving children different ways to investigate their world. This is Lower Farm Academy’s own nursery on Milking Lane in Nuneaton. Children can join from the term following their third birthday.

The early years provision was graded Good at the Ofsted inspection on 27 and 28 February 2024. That judgement covers the school’s early years provision, rather than a separately inspected nursery.

Learning follows the Early Years Foundation Stage (EYFS), using the Sonar Curriculum alongside it. For parents, this means attention to speech and listening, relationships and emotions, movement, early reading and writing, numbers, creativity and understanding the world. These areas connect through practical activities rather than sitting as isolated subjects.

Half-termly Learning Journeys give nursery children a theme to explore, with an introductory activity and an end point. Adults watch how children approach their learning and use those observations to decide what comes next. Problem-solving and learning to manage risks are part of the approach, giving children opportunities to try things for themselves with adult input.

Indoor and outdoor learning spaces both support the curriculum. In February 2024, the early years spaces were organised to encourage exploration, with forest school among the places children could investigate. Children engaged with the activities, and most tasks helped their learning. That qualifier matters: the positive finding did not extend to every task.

Supportive relationships were a strength of the early years in February 2024, when staff showed care in their work with children. Settling begins with families sharing their child’s interests, needs and any worries, so adults can understand the child behind the application.

SeeSaw connects learning at nursery with home. Families can see achievements and suggested next steps, and contribute examples of learning outside school. This gives parents something concrete to discuss with the class team, rather than relying only on a general account of the day.

For children with special educational needs or disabilities (SEND), the school plans individual support with families and, where appropriate, specialist agencies. Its resources include a hygiene room for changing and sensory equipment. Concerns can be raised with the class teacher or through the office to the SEND coordinator.

Additional settling support for children with SEND can include visits before starting, a transition booklet where appropriate and a timetable adjusted to the child’s needs. Familiarity can build in stages.

Nursery attendance does not guarantee a Reception place and confers no admission priority. Families must make a separate application through Warwickshire County Council in the normal admissions round, by 15 January. Choosing Acorns therefore means choosing the nursery experience; a later school place remains a separate decision.

For children with SEND moving between classes, staff exchange information about additional needs. Transition booklets contain photographs of staff and relevant spaces, and extra opportunities to meet the receiving team may be arranged according to need. These arrangements support familiarity and continuity of care. They do not change admission eligibility.

Eligible families can access 15-hour or 30-hour nursery funding. Nursery payments are handled electronically through Parent Pay. General enquiries go through the school office on 02475 267760, which also arranges school visits.

Nursery drop-off and collection use point A. Pedestrians can enter through gates 1, 2 or 3, giving families more than one route to the designated collection point. If someone outside the authorised collection list will collect a child, parents must notify the office and use their chosen password.