The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Croydon High 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 If you spot anything outdated or inaccurate, please let us know.
Storytelling, practical number work and small acts of independence give Croydon High’s nursery its character. Girls aged three to four join from the term of their third birthday, placing the start of nursery life slightly ahead of the start of funded entitlement. The provision sits within the Junior School in Selsdon, South Croydon.
ISI’s inspection of 30 September to 2 October 2025 covered the school’s early years, including one Nursery class. Its early-years findings provide a useful picture of learning and care, rather than a separate nursery grade.
The Early Years Foundation Stage (EYFS) gives learning its framework: language, physical development and early mathematical understanding develop together. In the September to October 2025 findings, teaching was adapted to children’s individual needs. Children retold stories using their own language and increasingly elaborate sentences. That gives speaking and listening a practical purpose, beyond simply answering an adult’s questions.
Number learning was equally concrete. Children compared groups of objects and explained which contained a greater or smaller quantity, connecting mathematical language with things they could handle. Nursery children also begin the school’s phonics curriculum, introducing the sound work that supports reading.
Both the classroom and outdoor spaces support movement and coordination. The early-years environment had sufficient resources to develop hand control and larger movements. Learning therefore includes physical practice alongside conversation and number work. Visual schedules help children understand the sequence of the day and prepare for what comes next.
Quiet spaces give the youngest children somewhere to manage difficult feelings with support. Everyday responsibilities also matter: putting away drinks bottles and helping restore the classroom teach children to contribute to their group. Adults demonstrate taking turns and listening, making social expectations concrete. Year 6 buddies also encourage positive interaction between younger children during learning and play, providing older pupils as examples.
The 2025 early-years findings described children as settled and learning successfully. Safeguarding arrangements explicitly included the youngest children, with the safeguarding team sharing information and consulting external agencies when needed.
Care needs. The admissions policy requires families to disclose health concerns, allergies, disabilities or learning difficulties early in writing, so the school can assess support and relevant adjustments. Nursery entry also depends on children managing toileting with little assistance. This is a practical readiness condition for families to consider.
School lunch is compulsory and charged separately. For children using The Ivy Club, breakfast is included in morning care; a sandwich tea is served at 4.30pm, with afternoon meals subject to advance booking.
Nursery attendance does not guarantee a Reception place. The school’s admissions policy anticipates continuity, but makes continuation conditional on the Head’s judgement about whether a child will benefit and meets the required standard of work or behaviour. Familiarity with the school should therefore be kept separate from an unconditional entitlement to continue.
Reception applications are handled directly through the school’s online admissions process. Entry assessments usually take place in January for the following September, using informal group play. Families should distinguish that assessment timetable from an application deadline.
Full-time and part-time nursery attendance are offered. The Ivy Club extends care from 7.15am to 8.30am and after the school day until 6pm, with after-school care operating in term time. Book through ParentPay at least five days ahead. Activities include construction toys, craft, role play and games indoors and outside.
Funding and extras. The school accepts up to 15 funded hours each week from the term after a child turns three, deducting the grant from fees. Lunch remains a separate compulsory charge; books, stationery and curriculum materials are included in tuition fees. Contact Admissions for current charges at admissions@cry.gdst.net.
Visits can be arranged through the Admissions Team, including appointments suited to families’ schedules. The online Register Your Interest form is another enquiry route. Uniform purchases are made online through School Blazer.
Girls can join from the term in which they turn three. The nursery is for girls aged three to four.
The EYFS combines language, physical development and early number learning. Examples include retelling stories, comparing quantities and developing coordination indoors and outdoors. Nursery children also begin phonics.
No. The admissions policy anticipates continuity subject to conditions about suitability and the required standard of work or behaviour. It should not be treated as an unconditional guarantee.
Up to 15 hours each week, beginning in the term after the child turns three. The grant is deducted from fees, and compulsory lunch is charged separately.
The Ivy Club accepts nursery children. Morning care runs from 7.15am to 8.30am; after-school care runs until 6pm in term time. Book through ParentPay at least five days in advance.
