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Nursery at Shephalbury Park 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 If you spot anything outdated or inaccurate, please let us know.
Welly walks, Busy Fingers and long stretches of exploring give Shephalbury Park’s nursery its character. This is the school’s own nursery class in Stevenage, with 30 places and entry from the September after a child’s third birthday. Families can take a five-morning pattern, while eligible parents can access a 30-hour place.
An EYFS leader oversees Nursery and Reception, with additional early-years support staff. The nursery therefore sits within the school’s early-years team. Ofsted graded early-years provision Good at the inspection on 18 and 19 October 2022; that judgement covers the early-years provision rather than a separately inspected nursery.
Exploring time takes a substantial place in the nursery timetable, alongside short sessions for phonics, stories and skills taught in small groups. Busy Fingers and PE also feature. The pattern gives parents a useful picture of the balance: time to explore is interspersed with adult-led learning, rather than the morning being a succession of formal lessons.
A register, calendar and weather discussion provide a shared routine. Welly walks bring an outdoor element, while singing appears both during the day and around home time. Children staying for the longer day have another period of exploring in the afternoon, followed by stories and songs. Snack, lunch and handwashing are part of the timetable too.
The Early Years Foundation Stage (EYFS) is the nursery’s early-learning stage. Here, its everyday shape includes exploration, movement, language and early reading activities. The Shephalbury Learner approach also begins in Nursery, introducing children to what being a learner means.
Learning focus. In October 2022, some early-years activities lacked a sufficiently clear learning purpose. Children consequently had difficulty linking new knowledge to earlier learning and recalling or using it. Sharper activity planning was required. For families, the important question is how exploring and small-group tasks connect to a specific learning goal.
Settling starts with information sharing. The school takes part in Hertfordshire’s smooth transition programme, and entry to EYFS may involve visits at home or school and discussions with families and other agencies. Contact with a previous setting helps staff understand support already used, while relevant specialists can share advice. These arrangements give families ways to explain their child’s needs before the new routine begins.
For children needing additional support, a SENCo works with a SEND teacher. Individual support plans, where needed, are reviewed with parents each term; nursery education, health and care plans are reviewed every six months. Specialist referrals may include Speech and Language Therapy, with parental consent. Support is organised around the individual child.
Parent communication includes two Learning review meetings each year and an annual written report. Teachers can also have brief conversations at the end of the day or communicate through class email, allowing smaller concerns to be raised between formal meetings.
Nursery attendance does not guarantee a Reception place and gives no priority under the Reception oversubscription criteria for 2026/27. Families must make a separate application through Hertfordshire County Council’s primary admissions process by the normal deadline. Choose the nursery for the experience it provides now, while treating Reception as a separate decision and application.
Transition support is a different matter. An internal programme runs during the summer term, with information and strategies passed to the next teacher for children with additional needs. A personalised programme can be arranged through the SENCo where further support is needed. That supports continuity of care and learning; it does not change admission rights.
The universal funded pattern is 15 hours across five mornings, with eligible families able to take 30-hour places. Paid afternoon sessions are another option; contact the school office for current charges and arrangements. Eligibility for the longer funded entitlement must be demonstrated each term, and the school needs the entitlement code on time.
Nursery enquiries go to admin@shephalburypark.herts.sch.uk or 01438 235454. Tours can be booked through the office. Beyond the nursery session, the School Community Library opens in the school hall on Fridays, with books for all ages that families can choose to keep at home.
Places begin in the September following a child’s third birthday. The nursery has 30 places.
There is a 15-hour pattern across five mornings and a 30-hour option for eligible families. Additional afternoon sessions can be paid for.
The timetable includes exploring time, Busy Fingers, PE, welly walks, small-group skills sessions, phonics, stories and singing.
No. Nursery attendance does not guarantee admission or confer priority under the 2026/27 Reception criteria. A separate application through Hertfordshire County Council is required.
EYFS transition may include home and school visits and information sharing with families, previous settings and relevant agencies. Children needing extra transition support can have a personalised programme.
