Collierley Nursery and Primary School Nursery Review

Dough Disco, outdoor exploration and a shared early years unit give Collierley's nursery its character. At the school in Dipton, provision begins in a dedicated room for two-year-olds, with entry from the term following a child's second birthday. Nursery also accepts rising threes, children approaching their third birthday.

Capacity differs between the groups: the two-year-old room accommodates a maximum of 10 children per session, while nursery has a maximum of 26. Nursery shares its early years base with Reception, so younger children spend much of their day alongside older peers. In June 2026, Ofsted judged the school's early years provision to meet the Expected standard.

Play supplies the starting point. The Early Years Foundation Stage (EYFS) combines learning about language, movement and relationships with early literacy, maths, creativity and understanding the world. Collierley uses in the moment planning: adults observe children's interests, then extend their thinking through questions, suggestions or an extra resource. Children have room to pursue an idea rather than repeatedly switch activities.

Dancing and stories feature in the daily routine, alongside listening games that prepare nursery children for phonics. Sounds-Write is the phonics programme; nursery activities include distinguishing environmental sounds and identifying sounds within a sequence. Short maths sessions use number songs, with White Rose Maths also part of the early years provision. Dough Disco and Paint a Person add named activities to the mix.

Two large classrooms, a corridor and two outdoor areas form the shared unit. Children also use the school garden and field, and Forest School has its own area within the grounds. During extended play periods, children can move between inside and outside when conditions are safe. Resources stay familiar, with additions responding to developing interests, allowing children to return to an investigation and take it further.

The June 2026 early years findings described children sharing materials, playing together and talking confidently about their learning. Stories, songs and rhymes helped develop language, while activities for two-year-olds supported the skills needed before reading and writing. Matching tasks to children. Activities were not consistently as well matched to individual starting points as they could be. Families should weigh that qualification alongside the positive findings about interaction and routines.

A key person system gives children and parents a familiar relationship within the early years team. Nursery children share much of their day with Reception peers, providing familiar examples of play and routines as they settle. The two-year-old room has a room lead and supporting adult, overseen by the early years teacher.

Each child has a focus week once every half term, bringing closer discussion with parents about interests and learning. Tapestry records observations during those weeks, and parents can contribute comments and observations of their own. Conversations at collection and drop-off, meetings and email provide further contact.

Full-day nursery children can bring lunch from home or have a school dinner, paid through Parent Pay. Before children start, families provide information about allergies, dietary requirements and health needs, making these part of care planning.

In June 2026, early years learning needs were recognised promptly and support followed quickly; two-year-olds' welfare needs were also met. For children with SEND who are new to education, the early years lead and/or SENDCo meets parents to plan entry. Health visitors and other agencies can contribute where necessary, giving families a practical opportunity to explain their child's needs before starting.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through County Durham's local authority admissions route and meet the normal application deadline.

Daily contact with Reception children makes the learning environment familiar before any move. That is transition support, separate from admission. For children with SEND, arrangements between classes may include brief classroom visits with a trusted adult, extra contact with the next teacher or a photo album showing the new classroom.

Morning sessions run from 8:45am to 11:45am; afternoons run from 12:15pm to 3:15pm. The 15-hour choices are five mornings, five afternoons, or a split week: Monday and Tuesday plus Wednesday morning, or Wednesday afternoon plus Thursday and Friday. Places depend on availability. Five full days are also offered subject to funding.

There are up to thirteen 30-hour places for eligible families, alongside twenty-six universal 15-hour places. The minimum booking is 15 hours. Eligibility codes are returned to the school office for checking. Contact the office on 01207 570298 to arrange a visit, discuss a booking or obtain current charges.