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Nursery at Geoffrey Field Infant 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 If you spot anything outdated or inaccurate, please let us know.
A Sound Table, farm stories and minibeast drawings give Geoffrey Field’s nursery a concrete focus: children practise talking, counting and making marks through recognisable subjects. This is the school’s provision for three and four year olds on Exbourne Road, Reading. Orange Class attends in the morning; Yellow Class attends in the afternoon.
Ofsted graded early years provision Outstanding at the inspection on 10 and 11 December 2024. That judgement covers the school’s early years provision, rather than a separately inspected nursery.
The Early Years Foundation Stage (EYFS) shapes nursery learning, bringing language, early literacy and maths together with movement, relationships, creativity and understanding the world. The nursery’s term plans make that combination tangible. In spring 2026, farm stories accompanied drawing with crayons and pencils, counting rhymes with fingers, and conversations about shapes. Children also practised putting on coats, kicking towards a target and moving through a tunnel. Independence sits alongside classroom learning.
Summer 2026 brought minibeasts into the curriculum. The Very Hungry Caterpillar and Superworm were among the story choices; children worked on drawing insects and other small creatures, adding labels and forming letters in their names. A sound mat supported initial sounds, while the Sound Table gave individual sounds a practical focus. The Phonological Awareness Programme included rhyme, alliteration and combining or separating sounds in words.
Talk Tactics gives conversation a structure: children practise contributing an idea and questioning possibilities. Counting movable objects beyond five and recognising small quantities by sight build early number understanding. Music includes singing complete songs and controlling instruments; early years children can also explore instruments during continuous provision. These activities give children several ways to express what they know.
In December 2024, children were learning to choose independently and seek assistance when needed. From nursery, Successful Learning attributes and Talk Tactics helped children maintain attention and develop their thinking. The emphasis is on learning habits as well as individual skills.
Bounce Back and Jigsaw are used across all year groups to teach children about emotions and relationships. For children needing extra help at entry, the SEND policy directs families to the team leader for nursery or Reception. This gives families a clear starting point for discussing support.
Nursery appears explicitly in the school’s intervention plan. Expressive language groups develop vocabulary and the use of pronouns and prepositions; number recognition support focuses on recognising and writing numbers. Fine motor work and Sensory Circuits provide further options according to need. Support is matched to the child.
The school’s SEND arrangements involve families in planning and reviewing provision, with parent meetings each term. Medical needs and allergies should be shared with the school, and prescribed medication must be given to staff by an adult in its original labelled packaging. The Cool Milk scheme provides free milk for children under five.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through Brighter Futures for Children, which coordinates admissions for Reading Borough Council. For the past Reception 2026 cycle, the deadline was 15 January 2026. Treat nursery placement and Reception allocation as separate decisions.
For children with SEND, the school’s transition arrangements may include meeting staff, visiting a new setting and sharing support plans. Meetings with parents and relevant professionals can help maintain continuity. These are support arrangements, not an admissions advantage.
Morning nursery runs from 8.30am to 11.30am. The school-day timetable lists the afternoon session as noon to 3pm, while the attendance page and welcome pack give 12.15pm to 3.15pm. Confirm afternoon times with the office before arranging childcare and collection. Children attend a morning or afternoon session, so the practical model is a part-day nursery place.
Enquiries go to the school office on 0118 937 5473 or admin@geoffreyfieldinfant.reading.sch.uk. Registration requires families to identify adults authorised to collect their child. A water bottle is part of the school’s daily equipment guidance, and families should label clothing and belongings to help keep them together.
The nursery identifies the provision as being for three and four year olds. Children become eligible in the term after their third birthday.
Mornings run from 8.30am to 11.30am. The school-day timetable gives noon to 3pm for afternoons, while the attendance page and welcome pack give 12.15pm to 3.15pm. Confirm afternoon times with the office.
The EYFS combines early language, literacy and maths with physical, social and creative development. Nursery plans include the Phonological Awareness Programme, Talk Tactics, counting activities and music.
No. Families need a separate Reception application through Brighter Futures for Children, which coordinates places for Reading Borough Council.
Start with the class teacher, then the SENCo. The SEND policy also directs families to the team leader for nursery or Reception for support when children start.
