St Dominic CofE Primary School Nursery Review

Curiosity Cubes, storytelling and a classroom divided into learning zones give St Dominic’s nursery its character. Children can pursue an idea through play, with adults adding resources and demonstrating possibilities. The emphasis is on exploration alongside teaching, rather than leaving children entirely to their own devices.

Nursery and Reception belong to Tamar Class at St Dominic CofE Primary School in St Dominick, Cornwall. This is nursery provision within a Church of England primary school. At the Ofsted inspection on 8 and 9 October 2024, early years provision was judged Outstanding. That judgement covers the school’s early years provision, rather than a separately inspected nursery.

Play and focused teaching work together here. The Early Years Foundation Stage (EYFS) approach combines children choosing resources and developing their own interests with adult teaching of specific knowledge and skills. St Dominic calls its classroom design a Reggio Amelia approach: learning zones organise the space, while teachers introduce additions to the resources children can use independently. For parents, the practical distinction is that independent play has adult guidance behind it.

Stories supply much of the detail. Children hear poems, rhymes and tales, while the Helicopter Story approach lets them invent stories aloud and act them out. Mark making gives those ideas another outlet. These are different ways to participate: listening, speaking, pretending and making marks all have a place before writing becomes the main means of expression.

The Home Corner, puppets, dressing up and construction resources support imaginative play. Free Flow Outdoor Play is also part of the early years offer. Mathematics includes ordering, counting, measuring and early calculation, bringing number work alongside the creative activities.

In October 2024, the early years environment helped children become curious and independent. A changing stimulus in the curiosity cube prompted questions and interest. Adults also introduced ambitious vocabulary during conversations as children played, giving them more language to explain their ideas.

Belonging begins before children start. In October 2024, early years welcome activities included a teddy bears’ picnic after places had been allocated. This gave children an opportunity to begin feeling part of the school ahead of their first school days.

Support sits within the school’s wider team. There is a teaching assistant in each classroom, alongside a SENDCo role. The school aims to adapt learning to individual needs, with its Record of Need used to monitor children with learning, communication or physical difficulties. Termly discussions bring parents or carers together with the class teacher to review targets and agree strategies. This gives families a defined opportunity to discuss progress and next steps.

Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet the applicable deadline. Treat choosing the nursery and securing a Reception place as separate decisions.

Tamar Class includes both nursery and Reception children. That shared class structure is a feature of the provision, not an admissions entitlement.

Visits can be arranged through the school, with opportunities to talk to staff, parents and children. To enquire or organise a visit, email dom.head@stbarnabasmat.com or call 01579 350581. Meeting the team offers a practical way to discuss your child’s interests and support needs before choosing the nursery.