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Nursery at St Francis 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 If you spot anything outdated or inaccurate, please let us know.
Woodland paths, guinea pigs and canal walks give Little Saints a clear outdoor character. This is St Francis School’s nursery in Pewsey, serving children aged 0 to 4 within a school whose grounds extend to 17 acres. Nature provides material for learning, from recognising flowers to caring for animals.
At the ISI inspection of 25 to 27 February 2025, the registered early years provision was judged good overall. That judgement belongs to the nursery provision; it is not a whole-school grade applied to younger children.
Play connects the Early Years Foundation Stage (EYFS) to things children can touch, try and talk about. Its seven learning areas bring together emotional development, movement and communication with early reading, mathematics, creativity and understanding the world. For children under 2, the initial emphasis is on the first three: relationships and feelings, physical development and language.
In February 2025, older children searched the woods for seasonal changes, while toddlers jumped into puddles. Babies explored objects linked to a book during a walk. Rhymes and songs gave older children opportunities to connect letters with sounds. These are concrete ways of building vocabulary and early literacy through play.
Movement has several forms. Older children practised yoga and worked with a specialist PE teacher; babies and younger children climbed and used ride-on toys. Drawing and painting exercised smaller hand movements. Alongside the woods and grounds, a climbing frame and slide gave children opportunities to practise moving safely.
Indoor spaces also allowed children to rest. Outdoors, feeding guinea pigs and taking care around new plants turned kindness into something practical. Canal strolls and visits to farm animals extended those experiences beyond the nursery’s immediate play spaces.
Individual learning. In February 2025, activities did not consistently target each child’s next learning step. This made individual progress harder to evaluate, an important consideration alongside the appealing activities.
Close relationships supported settling in February 2025: children sought help from familiar staff, and babies’ care followed routines used at home. Staff recognised tiredness before babies became overtired. That links everyday care to the child’s existing habits rather than treating rest as separate from learning.
Each academic year, a key worker completes three assessments, shared at parents’ evenings. Those meetings provide time to discuss strengths and areas needing extra help. However, in February 2025, the online system for sharing learning and care information was used inconsistently. Communication about the nursery day needed strengthening.
Food routines included handwashing before eating and older children preparing snacks with knives safely. Conversations about nutritious food connected those routines to health. Babies and younger children were encouraged to put on shoes, while older children managed coats and dressing, giving independence a daily purpose.
Group routines. In February 2025, older children sometimes struggled to settle and concentrate at snack time in larger groups. Staff needed to support these routines more effectively so that mealtimes also encouraged conversation and social learning.
Safeguarding was effective in February 2025. Staff understood how to recognise welfare concerns and refer them, while simple rules helped children practise safe behaviour on woodland outings and play equipment.
Nursery attendance does not guarantee a place in St Francis School’s Reception. Families must make a separate Reception application through the normal admissions process; treat that as a distinct decision from booking nursery care.
Preparation for the next stage includes practising independence over time. In February 2025, children had opportunities to consolidate skills before moving between rooms and eventually into Reception. This practical preparation is separate from any admission entitlement.
For nursery enquiries, complete the enquiry form or contact admissions@stfpewsey.co.uk on 01672 563228. Individual tours of the school and grounds can be booked through the admissions team, providing an opportunity to consider the surroundings used for outdoor learning.
Current parents have a separate nursery contact: littlesaints@stfpewsey.co.uk or 01672 563570. Keeping the enquiry and existing-parent routes distinct helps direct questions to the appropriate team.
Little Saints serves children aged 0 to 4.
Activities documented in February 2025 included woodland exploration, feeding guinea pigs, canal walks and visits to farm animals. Children also used a climbing frame and slide.
A key worker completes three assessments each academic year, shared at parents’ evenings. In February 2025, day-to-day online communication about learning and care routines needed more consistent use.
No. Nursery and Reception admissions are separate, and families must apply separately for Reception.
Complete the enquiry form or contact the admissions team at admissions@stfpewsey.co.uk on 01672 563228. Individual tours of the school and grounds can be booked through that team.
