St Thomas of Canterbury Catholic Primary School Nursery

Stories, conversation and learning to share give this nursery its clearest character. Communication and growing independence are central to the nursery’s approach, alongside opportunities to explore through play. These are practical foundations for a child beginning to learn with other children.

At St Thomas of Canterbury Catholic Primary School in Windle, the nursery sits on the school site and is run by its governing body. In July 2024, it offered 16 places for children aged three and four.

Play provides the starting point for learning. The Early Years Foundation Stage (EYFS) approach combines exploration with experiences planned to develop children’s learning and conversations with adults. For parents, that means attention to social and emotional development as well as early learning skills. Catholic faith also shapes the approach, with spiritual development included alongside these aims.

Books are a concrete part of that picture. Ofsted’s July 2024 inspection described nursery children enjoying stories and attending to both illustrations and text. Listening to a story gives children something to concentrate on and talk about, rather than treating early reading solely as recognising letters.

Learning with others matters too. In July 2024, children were developing attentive listening, responding to instructions, sharing and talking together in small groups or pairs. Those everyday habits help children participate in activities and make space for someone else’s ideas. The nursery’s own priorities include communication, social development and independence, keeping these skills central to its purpose.

A nursery manager works with an assistant who also holds the deputy role, plus another nursery assistant. Parents can follow their child’s progress through Tapestry, the online learning journal, which also carries news and information. This gives families a way to stay connected with nursery learning beyond conversations with staff.

For additional needs, the school’s SEND arrangements begin with assessing children’s skills on entry and taking parents’ concerns into account. Support follows an assess, plan, do and review cycle. Families are involved in agreeing outcomes, with progress formally reviewed each term.

The school’s policy allows teaching and resources to be adapted, including visual timetables and extra time to process information. Its specialist partners include Speech and Language Therapy and Occupational Therapy. Physical access is also addressed: the school has an accessible toilet and wet room. These are school arrangements, relevant to discussing the support an individual nursery child may need.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route and meet the normal deadline. Choosing this nursery should therefore be a decision about the nursery experience itself.

Transition support is a separate matter. Under the school’s SEND policy, information is passed to the next class teacher in advance, individual education plans are shared, and a planning meeting usually takes place. A transition book can be made where it would help a child understand the change. That support concerns continuity of care and learning, rather than entitlement to a place.

The school is on Rainford Road, Windle, St Helens. General enquiries go through the school office. Alongside Tapestry updates about nursery progress, the weekly school newsletter gives families another way to follow school events.