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Nursery at John Emmerson Batty Primary 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 If you spot anything outdated or inaccurate, please let us know.
Three hours in the morning or afternoon gives this nursery a clear session-based shape. It is the Lower Foundation Stage at John Emmerson Batty Primary School on Walnut Grove in Redcar, so families are choosing a nursery class within a primary school.
At the September 2022 inspection, the class catered for three- and four-year-olds. The early-years picture centred on language, play and growing independence: small, practical steps towards children doing more for themselves.
Stories give the learning its direction. In September 2022, Ofsted found that the early-years teaching used a deliberate sequence of stories to introduce vocabulary and ideas, which children then explored through play. Soft toys became characters in the three little pigs; sand gave children a surface for making number shapes. These activities connected conversation with hands-on practice.
The nursery foundations within the Early Years Foundation Stage (EYFS) give parents a concrete picture of early reading. Children hear familiar songs repeatedly, copy patterns of sound and clap the syllables in words. They also practise joining spoken sounds into short words and begin identifying their own name. Listening comes before independent reading.
Books involve choice as well as adult guidance. Children select books, use illustrations to suggest what happens and talk with an adult or another child about a familiar story. Retelling, answering straightforward questions and using gestures to explain meaning give children several ways to show understanding. The emphasis is on participating and making sense of language.
In September 2022, early-years children became familiar with routines promptly and practised sharing turns, caring for equipment and managing an apron independently. Settling therefore included learning how to take part in the session, alongside developing everyday self-care.
For children with special educational needs or disabilities (SEND), the school's support process involves assessment, planning, action and review. Its SEN arrangements include termly progress reports and meetings with the class teacher each half term, giving families regular opportunities to discuss targets and adjustments. Teachers receive internal SEN training and support from the special educational needs coordinator (SENCO).
School-wide adjustments include visual prompts, extra thinking time and teaching vocabulary ahead of an activity. Accessible toilets and changing facilities support personal care, while quieter spaces are available for children who need less sensory stimulation. These are school arrangements rather than nursery-specific facilities.
Writing support. In September 2022, task adaptation across the school sometimes fell short for pupils with writing difficulties, including SEND associated with language. Families whose child needs language support should keep the suitability of activities in view during progress discussions.
Curriculum connections. In September 2022, some subjects across the school lacked clear connections between year groups, leaving pupils liable to forget or misremember earlier learning. This concern applied across the school; it was not a nursery-specific finding. Families should discuss how teaching builds on what their child already knows.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process by the applicable deadline.
For pupils with SEN, the school's transition arrangements include early planning, staff handovers and photo-based booklets. Introductions to new staff can also form part of that support. Familiarity and continuity are the purpose; these arrangements do not secure admission.
Morning drop-off runs from 8.50am to 9.05am, with collection between 11.35am and 11.50am. Afternoon drop-off is from 12.30pm to 12.45pm, followed by collection between 3.15pm and 3.30pm. Those windows are useful when planning the family day around a three-hour session.
Contact the school office on 01642 483697 or at office@johnebattyprimary.co.uk for nursery enquiries. Starting Nursery includes a Home-School Agreement involving parents or carers, children and teachers. September welcome meetings bring families and staff together to discuss the year ahead.
At the September 2022 inspection, the nursery class catered for three- and four-year-olds.
Children attend a three-hour morning or afternoon session. Morning drop-off is 8.50am to 9.05am and collection is 11.35am to 11.50am. Afternoon drop-off is 12.30pm to 12.45pm and collection is 3.15pm to 3.30pm.
Nursery foundations include hearing and joining in with rhymes, copying sound patterns, clapping syllables, choosing books and discussing familiar stories.
No. Nursery and Reception admission are separate, and families must apply again through the normal Reception admissions process by the applicable deadline.
Speak to your child's teacher or contact the SENCO through the school office. The school's SEN support process includes assessment, agreed plans and regular reviews with families.
