The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Bader 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 If you spot anything outdated or inaccurate, please let us know.
A weekly challenge, books within children's reach and outdoor play in all weather give Bader's nursery a practical, exploratory character. It sits within the school's Foundation Stage in Thornaby, with morning and afternoon groups and a limited number of 30-hour places. There is also on-site provision for two-year-olds, subject to eligibility criteria; children join Nursery as soon after their third birthday as space permits.
In January 2026, Ofsted judged the school's early years provision to meet the Expected standard. That judgement covers early years within the school. Education and care both met children's needs, with partnership between staff and families helping establish each child's starting point.
Play shapes the learning. The Early Years Foundation Stage (EYFS) brings together children's communication, physical development, relationships and early learning. Bader combines activities chosen by children with adult-guided play and group tasks. Its version of In The Moment Planning lets staff respond to interests as they emerge, while Cornerstones topic webs help fill gaps. A rotating focus-child approach gives individual children's interests and needs attention.
The environment makes that approach tangible. A book corner and spaces for construction, role play, sand and water give children different ways to explore. Quieter activities sit alongside more active ones. Outdoor learning continues across different weather conditions, so wellies and a coat are practical essentials. Nursery's weekly challenge gives children a further task to tackle independently.
Stories feature through the EYFS Reading Spine, with books displayed for children to choose themselves. Counting develops through songs, games and objects children can handle, including practice at counting each item once. Mark-making uses chalk, paint, pens and pencils, giving early writing a physical, experimental start.
The January 2026 findings support the emphasis on communication, movement and emotional development, but identify a clear weakness: some activities did too little to extend number understanding or encourage sustained, worthwhile conversation. These are useful points for parents to explore when discussing their child's learning.
Settling starts before the first session. A Foundation Stage team member arranges a home visit when a place becomes available, and Stay and Play introduces children and parents to the nursery team. The key worker agrees the starting date. Entry is spread across several days so staff can concentrate on helping new children settle.
Tapestry shares children's learning with families; Classroom Dojo carries messages and reminders. Parents can also speak with staff at collection or drop-off. Care includes help with toileting for children who are still learning, alongside work with parents towards independence. Children brush their teeth daily using their own toothbrush kept at school. The school plans healthy snacks within its Early Years Pupil Premium support.
For additional needs, Early Talk Boost targets talking and word understanding for children aged three to four. The SEND coordinator also leads EYFS and completed the National Qualification for SENDCOS in June 2019. Parents contribute to assessments and support reviews, giving their knowledge of their child a role in planning.
Nursery attendance does not guarantee a Reception place. Families must make a separate application through the normal school admissions process. For September 2026 entry, the Common Application Form deadline was 15 January; nursery attendance conferred no oversubscription priority. Treat the next application as a separate decision.
Transition support is a different matter. For children with SEND moving between years, staff share information with new teachers and put a personalised transition plan in place where it would help. That supports continuity of care and learning, rather than changing admissions entitlement.
Morning sessions run from 8.40am to 11.40am, afternoons from 12.15pm to 3.15pm, and the 30-hour session from 8.40am to 3.15pm. Longer sessions. The number of 30-hour places is limited. Families needing that pattern should register their interest early with the office or Early Years team.
Uniform combines black or grey bottoms with a white or dark green top and a dark green jumper or cardigan. Bring a named bag with spare clothes. Punctual collection matters; late arrivals report to the main school office. Enquiries go to 01642 762856 or bader@bader.org.uk.
There is on-site provision for two-year-olds, subject to eligibility criteria. Older children join Nursery as soon after their third birthday as a place becomes available.
Morning sessions are 8.40am to 11.40am and afternoons are 12.15pm to 3.15pm. A limited number of 30-hour places cover 8.40am to 3.15pm.
Families have a home visit and a Stay and Play introduction. The key worker agrees the start date, with new children's entry staggered over several days.
Staff help children who are not yet toilet trained with personal hygiene and work with parents to develop independence.
No. Nursery attendance does not guarantee a place, and families must apply separately. For September 2026 entry, attending Nursery did not confer oversubscription priority.
