Pinvin CofE Academy Nursery Review

Rhythm games, child-chosen play and an outdoor space combining grass, trees and hard surfaces give Pinvin Pre-school its character. This is the school’s own nursery, led by an early years lead and a pre-school manager, with a teaching assistant in the team. The nursery aims for a homely atmosphere, with adults responding to children’s interests rather than directing every activity.

For 2025-2026, entry starts in the term of a child’s third birthday. In May 2024, the provision accommodated a maximum of 24 children per session. It occupies a fenced area on the school site, giving younger children their own space. Ofsted judged the school’s early years provision Good at the inspection on 7 and 8 February 2024; this is an early years judgement within the school inspection.

Children’s choices shape much of the learning. The Early Years Foundation Stage (EYFS), supported by Development Matters, covers language, movement and emotional development alongside early reading, maths, creative work and understanding the world. Topics respond to children’s interests, so adults can extend something that has already caught a child’s attention.

The example daily routine alternates independent play with short group activities. A morning snack precedes a circle discussing the weather, seasons and the day ahead. Small groups spend time with a key worker, while listening games and Foundations in Phonics introduce sounds before lunch. Afterwards comes a quiet period with classical music or lullabies, then maths, more play, and stories and songs. These are examples of the day’s shape, rather than a promise that each minute follows a fixed timetable.

Outdoors, the mix of surfaces, grass and trees is used repeatedly during the day. Wellies and waterproof clothing help children take part across different weather conditions. Forest School also includes pre-school children, with a trained practitioner supporting learning that children help to direct.

In February 2024, early years activities built progressively on children’s existing skills and knowledge. Familiar routines helped children settle, and close staff relationships supported confidence and independence. Listening to rhymes and exploring sounds began in pre-school, developing the language children need before reading.

Two introductory sessions, lasting two hours and three hours, give children a gradual start after a place is accepted. Staff discuss preferences, medical information and individual needs with parents. Small-group time with a key worker then forms part of the example routine, bringing adult attention into the play-led day.

Food and personal care are part of the communication home. Children can bring a healthy packed lunch or have a school meal for an additional charge. Morning snacks include options such as toast, fruit and crackers; another snack is offered later if children are hungry. Allergies are accommodated in partnership with families. Toileting support follows an individually agreed approach, with a separate toilet area and spare clothing for accidents.

Communication diaries record eating, sleep and nappy changes, and parents can add information from home. Class Dojo shares learning photographs and achievements. For additional needs, the school’s inclusion team includes speech and language, family liaison and emotional support roles. Parents participate in planning and reviewing SEND support, with Individual Provision Map meetings at least termly. This gives families a recurring opportunity to discuss targets and provision.

Attending Pinvin Pre-school does not guarantee a Reception place. Families must make a separate Reception application through the normal local authority route and meet its deadline. Worcestershire handles school admissions, with oversubscribed places allocated using local authority criteria. Keep this application separate from nursery session arrangements.

Transition support is a different matter. For children needing additional help, arrangements may include meetings with the next teacher, extra classroom visits and photographs gathered into a transition passport. These help children recognise people and practical features such as toilets and coat pegs; they do not secure admission.

The 2025-2026 arrangements provide a term-time day from 9am to 3pm, with morning sessions from 9am to noon and afternoons from noon to 3pm. Lunch occupies noon to 12.30pm. Funded hours can be used over 38 weeks, subject to eligibility, with families sharing their funding code. Ask the school for current charges for meals and additional attendance.

Changing sessions. Half a term’s notice is required to reduce or end attendance, and funding cannot transfer midway through a term. Plan changes ahead.

Uniform is optional. Children need a named water bottle, spare clothes and suitable outdoor clothing. There is a separate nursery entrance; late arrivals go through the main office. To enquire or arrange a visit, contact the school office on 01386 554196 or office@pinvin.dowmat.education.