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Nursery at Tillington Manor 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 If you spot anything outdated or inaccurate, please let us know.
Sticks become objects to compare, and a nature walk becomes a search for tiny creatures: practical exploration gives Tillington Manor’s nursery its character. Forest School sits alongside cooking, baking and play indoors and outdoors, giving children several ways to investigate their surroundings.
This is the school’s own nursery for three- and four-year-olds, operating under the school’s registration. Children can start from the term after their third birthday. It forms part of the school’s Early Years Foundation Stage (EYFS), with learning planned across Nursery and Reception.
Play and practical activity shape the learning. The EYFS brings together movement, communication and emotional development with early literacy, mathematics, creativity and understanding the world. For parents, that means learning extends beyond letters and numbers to expressing ideas, developing coordination and building relationships. Indoor and outdoor learning spaces support this approach; Forest School, local walks and cooking experiences add different contexts for exploration.
One nursery Forest School example involved collecting sticks and comparing them using mathematical vocabulary. Children also gathered materials for a mini beast hotel, while a walk around the school brought encounters with frogspawn, caterpillars and pond snails. These are concrete opportunities to connect language, number and observation. Read Write Inc. provides another named strand: nursery children encounter preparatory skills for the phonics programme, rather than simply starting its full taught sequence.
The April 2026 inspection graded early years Needs attention. Vocabulary development received substantial emphasis, adults generally introduced language effectively, and children worked on recognising quantities and understanding number. However, curriculum delivery was uneven: activities sometimes lacked a clear learning purpose and did too little to encourage curiosity or independent practice. Early writing opportunities were insufficient. More frequent, purposeful writing and mathematics within the learning environment were improvement priorities, making these useful areas for parents to explore when visiting.
Digital resources also support early years activities. Talking clipboards and talking story books let children hear instructions and record ideas or stories, linking spoken language with writing. Equipment that no longer works becomes material for imaginative role play, giving technology a practical use beyond screens.
Staffing includes a senior nursery nurse and a teaching assistant working across Nursery and Reception. In April 2026, personal and social learning was a strength within early years: children formed positive relationships and became increasingly independent. Staff also worked effectively with families and outside professionals, supporting a connection between learning and children’s wider needs.
Parents can join EYFS Stay and Play sessions and see observations shared through FAMLY. This gives families ways to participate in learning and follow their child’s development. Personalised support includes speech and language programmes and sensory diet interventions.
Across the school, food is cooked on site, with provision for vegetarian diets, allergies and religious dietary requirements. Packed lunches are also permitted, with fizzy drinks excluded. These arrangements give families dietary options within the school’s meal provision.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal admissions process; the School Admissions Team allocates Reception places.
Learning is sequenced across Nursery and Reception, providing a connected curriculum across the two stages. That educational continuity is separate from admission: choosing the nursery should not be treated as securing the next school place.
Two nursery sessions are offered: mornings run from 8:45am to 11:45am, and afternoons from 12:15pm to 3:15pm. Those timings matter when fitting nursery around work or other childcare.
Contact the school office to request a nursery place. Enquiries can be made on 01785 337500 or by emailing office@tmps.perryhallmat.co.uk. Visits can be arranged through the office, including discussion of meeting the EYFS lead. A visit offers a useful opportunity to explore the learning spaces and ask how purposeful writing, mathematics and independent activity are built into a session.
Children can attend from the term after their third birthday. The nursery caters for three- and four-year-olds.
Morning sessions run from 8:45am to 11:45am; afternoon sessions run from 12:15pm to 3:15pm.
Activities include Forest School and local walks. Nursery examples include comparing sticks, gathering materials for a mini beast hotel and observing small creatures around the school.
No. A separate application is required through the normal admissions process, with Reception places allocated by the School Admissions Team.
Early years was graded Needs attention in April 2026. Priorities included more purposeful writing and mathematics opportunities and more consistent curriculum delivery.
