The Mill Nursery at St Vigor & St John Church School

Treasure baskets, story sacks and outdoor play give The Mill Nursery its character: learning starts with things children want to explore. This is St Vigor & St John Church School’s own nursery in Chilcompton, on the school site and managed by school leaders. Its early years foundation stage provision received an Outstanding judgement at the Ofsted inspection on 11 and 12 October 2022. That judgement covers the school’s early years provision, rather than a separately inspected nursery.

Play carries the Early Years Foundation Stage (EYFS) curriculum. In practical terms, children explore materials and follow their interests while adults plan experiences that develop their learning. Staff combine activities they guide with play children choose themselves. Treasure baskets, story sacks and objects with several possible uses give children starting points for exploration rather than a single prescribed task.

For preschool children, a brief activity in a small group comes near the beginning of a session. Younger children have group activities woven into their play. Planning responds to the children: staff discuss interests and next steps at weekly meetings with a teacher working across nursery and school, then use those discussions to shape indoor and outdoor opportunities.

The Granary Room and Barley Room each have an outside play area. Babies’ activities include visiting the nursery hens, exploring leaves and bark, making marks and taking turns on a slide. These are concrete opportunities to investigate textures, practise movement and share equipment. Following a Balance Buddies visit that introduced helmet safety and balance bikes, the nursery bought bikes and helmets of its own.

In October 2022, the early years curriculum helped children develop quickly, with their understanding evident in conversation and play. At that inspection, a phonics programme began in nursery, adding an early reading strand to learning through play.

Settling starts with parents. A home visit helps practitioners understand each child’s starting point, alongside a settling-in process. Staff each have children for whom they take key responsibility, recording observations and photographs in individual learning journeys. This connects planning to the child rather than simply to the group.

Termly conversations with keyworkers give parents an opportunity to discuss those learning journeys and contribute feedback. Through the shared voices programme, families receive nursery photographs and are invited to discuss the learning with their child and add comments. A notice board also carries photographs of learning experiences each week.

Additional support involves parents, advisers and therapists. The nursery has a SENCo, while the SEND coordinator works across nursery and school. In October 2022, staff were identifying additional needs during nursery and putting individual support in place before children moved to Reception. That gives transition planning a practical foundation: staff already understand the help a child needs.

Nursery attendance does not guarantee a Reception place. Families must make a separate school application through Somerset County Council for a September start, meeting the deadline for their entry year. Treat that application as a separate task from arranging nursery care.

Preparation for school happens through a series of information sessions for parents of preschool children, led by the teacher working across early years. A further transition session was developed following parent feedback. Practitioners also share each child’s learning journey with the Reception teacher. These arrangements help carry knowledge about a child into the next stage; they do not secure admission.

Visits for prospective families can be arranged through the school at a convenient time. Contact the school to book one. Seeing the nursery rooms and their outdoor areas gives families a concrete basis for considering how the setting will suit their child.