West Pelton Primary School Nursery

Play, conversation and growing independence shape the early years at West Pelton. This is the school's own on-site nursery, with provision for two- and three-year-olds. A nursery teacher sits within the staffing structure, giving the youngest children a teaching role of their own within the primary school.

In October 2024, Ofsted described affectionate, supportive relationships between nursery children and adults. That is a useful starting point for families choosing a child's first experience of education: the relationships matter alongside the timetable.

The Early Years Foundation Stage (EYFS) provides the framework. In plain language, early learning starts with talking and listening, movement, and learning to manage feelings and relationships. These foundations support later work with numbers, reading and writing, creative expression and understanding the world. Activities follow children's interests and individual needs, rather than treating younger children as a miniature primary class.

Class 1 is the named setting for EYFS activities. Learning happens outside as well as indoors, through exploration, active play and opportunities to think creatively. The practical implication is that learning extends beyond sitting down for an adult-led task: children can investigate and develop ideas through activity.

Storytelling has a clear nursery role. At the October 2024 inspection, adults brought stories to life and encouraged children to contribute recurring phrases and words. Joining in gives children an active part in a shared story. The nursery's Early Years Pupil Premium priorities also focus on the three foundational areas of development, linking additional support to the skills needed for subsequent learning.

Lunch brings a choice: a packed lunch from home or a school meal supplied by Chartwells. Fruit is offered as a morning snack. Before admission, families provide information about allergies, dietary preferences and health requirements, so these needs can be part of the child's care arrangements from the start.

For children with special educational needs and/or disabilities (SEND), the school's support process moves through assessment, planning, action and review. Individual SEN Support Plans set out needs, intended outcomes and provision; families take part in reviewing support at least three times a year. This gives parents a recurring opportunity to discuss whether the approach suits their child.

Adaptations can include visual timetables, extra processing time and advance teaching of vocabulary. Speech and Language services, Occupational Therapy and an Educational Psychologist are among the external services the school works with. These are school-wide arrangements, with support chosen according to the individual child's needs.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process. West Pelton directs parents to Durham County Council for primary admissions information; treat that application as a separate step from arranging nursery attendance.

Transition support and admission are different matters. For children with SEND, the school works with families to tailor transition sessions and liaises with its on-site nursery. That can help staff prepare support for a change of class, but it does not secure a place.

Provision runs during term time, with up to 30 nursery hours and a day from 9am to 3pm. The school office also identifies a noon finish for nursery sessions. Collection is through the gate closest to the office; the school gate opens at 8:50am.

A school jumper can be obtained through etika, the uniform supplier. Contact the office on 01913700238 to arrange a visit or discussion about joining. For school meals, refer to the school for current charges.