Richmond Methodist Primary School Nursery Review

Children’s interests set the direction of much of the learning at Richmond Methodist’s nursery, with time to choose activities indoors or outside. This is nursery provision within Richmond Methodist Primary School on Darlington Road, Richmond, rather than a separate childcare setting.

Two age groups have different starting points: children can join the two-year-old provision from their second birthday, while entry to the three-year-old provision begins the term after they turn three. Ofsted judged the school’s early years provision Good at its inspection on 7 and 8 December 2022. That judgement covers early years within the school.

Choice shapes the day. Children spend most of their time pursuing activities they select themselves, using resources designed for exploration rather than a single prescribed task. Adults begin with what interests each child and bring in learning across the seven areas of the Early Years Foundation Stage (EYFS). For children, this includes learning to hold conversations, becoming more independent and building foundations for reading. These aspects of early years learning were evident at the December 2022 inspection.

Indoor and outdoor provision are both part of that approach: children can choose where to work when appropriate. The freedom to change learning spaces gives movement and exploration a place alongside indoor activities. Adults themselves are part of the provision, supporting children as they investigate and talk.

In December 2022, the early years curriculum gave children a strong foundation for learning, with reading receiving emphasis from the early years onwards. Adults demonstrated language skilfully and helped children develop their conversations. Talking is part of the learning here.

Relationships between adults and children in early years were strong in December 2022, and children were developing independence successfully. Those findings matter for a nursery age child: learning to do things independently sits alongside having familiar adults to turn to.

For children with special educational needs and disabilities (SEND), the SENCo belongs to the senior leadership team. Support follows Assess, Plan, Do and Review, with planning involving parents at least termly. Personal Provision Maps record individual needs, adjustments and targets, giving families a recurring opportunity to discuss what is helping their child.

The school also has a hygiene room and an accessible toilet, alongside ramps to classrooms. These are school facilities, relevant to families considering their child’s physical access and care needs. Parents can contact the SENCo through the office to discuss SEND concerns.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through North Yorkshire’s school admissions route at www.northyorks.gov.uk/school-admissions. The usual deadline is normally mid-January for the following school year; the local authority allocates places. Keep that application separate from nursery arrangements.

Preparation for starting school usually begins after Easter, with a parent welcome meeting and several contacts with staff. For children with SEND, nursery and Reception teachers meet parents and relevant outside agencies to discuss practical arrangements and the child’s needs. Additional visits or home visits may be offered where a child would benefit. This preparation supports familiarity, rather than securing admission.

The EYFS day runs from 8:50am to 3:20pm. Wraparound care is offered for children aged two to eleven, with provision from 8am to 5.30pm, giving families an option around the school day.

Nursery enquiries go through the school office on 01748 822794. Parents and children can visit before applying. A Nursery Parental Agreement Form can be returned electronically or requested on paper from the office, providing a direct route to begin the nursery application.