Stanley Burnside Primary School Nursery Review

A Builders Yard, a big slide and children of different ages learning together give Burnside’s nursery its character. Provision includes eligible two-year-olds alongside children aged three and four, within the school’s shared early years class in South Stanley. This means nursery children play alongside older children rather than spending their sessions in a separate nursery class.

The February 2026 Ofsted inspection judged early years Needs attention. The picture needs careful reading: children aged two and three generally make a secure start, and their relationships and behaviour are positive, but curriculum delivery is uneven. Families should weigh those strengths against the need for more demanding activities and resources across the mixed provision.

Morning and afternoon sessions each last three hours. Learning takes place outside as well as indoors, with the Builders Yard and big slide providing concrete examples of the outdoor environment. Children can follow their interests through exploration, conversation and practical activity. Singing and rhymes also feature in the early years team’s work.

The Early Years Foundation Stage (EYFS) gives this activity its educational shape. Initially, the emphasis is on talking and listening, developing physical skills, and learning to manage feelings and relationships. Literacy, maths, creative expression and understanding the world build on those foundations. For parents, that means learning extends beyond recognising letters or counting: independence and getting along with others matter too.

Daily stories provide a clear strength. In February 2026, children joined in familiar passages, developed their vocabulary and enjoyed retelling stories to adults. A gingerbread-making activity had also stayed with them: some could recall the ingredients afterwards. These are useful examples of practical experiences becoming opportunities for language and memory.

Adult conversation supports children’s language development, and children work both independently and with others. However, opportunities to use the reading and writing skills taught through daily phonics are too restricted. The February 2026 report also found that some early years children lacked secure foundations in reading, writing and number work. Ask staff how they identify gaps and help children practise. Learning opportunities. The February 2026 findings call for greater challenge in early years tasks and materials. Enjoyable activities need to give children enough scope to practise and extend what they learn.

An Early Years Leader and a Nursery Teacher form part of the teaching structure. In February 2026, relationships with parents were effective when identifying children’s needs and obstacles to learning. For children with SEND, the school uses Assess, Plan, Do, Review: needs are assessed, support is planned and delivered, then progress is reviewed. SEN Support Plans involve parents, making the intended help something families can discuss with staff.

Emotional regulation has practical tools. Zones of Regulation gives children language for their feelings, with a daily check-in offered to each child. Every classroom has a calm space with resources for regulation, giving children somewhere to pause when they need it.

For full-day nursery attendance, children bring lunch from home or have a paid school meal. Chartwells supplies school lunches; children under five qualify for free milk, while those under seven receive a daily piece of fruit. These age-based provisions are separate from the full-day lunch arrangements.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through Durham County Council. The regular primary application window runs from September to January, so choosing the nursery does not replace that later application.

The shared nursery and Reception class provides day-to-day familiarity with older children and the early years environment. Keep that practical continuity separate from the admissions decision: learning together is not an entitlement to a school place.

For children with additional needs, transition support can include extra visits. Their timing and extent depend on the individual child, and staff may visit homes or other settings to understand existing support.

Morning nursery runs from 8.45am to 11.45am; the afternoon runs from 12.30pm to 3.30pm. Two-year-old places cover three hours daily, totalling 15 hours a week, with funded places for golden-ticket recipients and paid places for other families.

Children aged three and four can attend for three hours on five days each week, starting in the term following their third birthday. Eligible working parents can access 30 funded hours through full-day attendance, up to five days weekly. Paid additional hours must be requested ahead of time and depend on staffing ratios and numbers. Flexible lunch additions and half days provide further booking options.

Nursery applications go through the school office or by emailing the application form to EYburnside@durhamlearning.net. The office can also advise on funded entitlement. For general contact, call 01207 234020 or email burnside@durhamlearning.net; contact the school for current charges.