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Nursery at Saint Nathaniel's Academy
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 If you spot anything outdated or inaccurate, please let us know.
Communication and language give the early years at Saint Nathaniel's Academy their clearest focus. For a parent choosing a nursery, that puts children's developing ability to express themselves at the centre of the decision. The nursery forms part of the Church of England primary academy on Westport Road in Burslem, Stoke-on-Trent, with entry from age three and a maximum annual nursery intake of 60 children.
In May 2024, Ofsted graded the school's early years provision Good. That judgement covers early years within the academy. At that time, provision for two-year-olds also operated in the squirrel lodge, a distinct named space for the younger children.
Language takes priority in the early years curriculum: staff concentrate on developing children's communication. This is the clearest evidenced account of the learning emphasis here, and gives families a concrete point to consider when matching the nursery to their child's development.
EYFS means Early Years Foundation Stage. Here, its language focus connects with the school's emphasis on reading and sharing stories. The useful distinction for parents is between learning to communicate in these early years and the later demands of reading instruction.
Settling begins before the first session. Every Foundation Stage child receives a home visit, and parents contribute a profile of their child. Summer-term Stay and Play sessions offer another introduction, while parent induction sessions and curriculum workshops bring families into the learning process. These arrangements give staff information about the child before attendance begins.
For children with special educational needs and disabilities (SEND), support involves the class teacher, SENCO and parents. They agree adjustments and interventions, then revisit the plan. A Pupil Passport records the child's needs, intended outcomes and teaching approaches, with support reviewed each term. This gives parents a defined role in decisions.
School support includes a full-time learning mentor for social and emotional development, alongside teaching assistants trained to deliver interventions. Adaptations can include visual timetables, pencil grips and extra processing time. These are school support arrangements, with provision matched to individual needs rather than a fixed package for every nursery child.
Nursery attendance does not guarantee a Reception place and does not itself confer priority. Families must make a separate Reception application through the normal admissions route by the relevant closing date, using Stoke-on-Trent's online admissions service.
For 2026 entry, oversubscription priorities cover care status, qualifying siblings, qualifying Christian baptism and then proximity to the academy. Nursery attendance is not a criterion. Familiarity with the school therefore needs to be kept separate from entitlement to a place.
The academy's EYFS hours run from 8:45am to 3:15pm, Monday to Friday. These are academy hours; families should distinguish them from their child's agreed nursery attendance pattern when planning childcare.
Nursery enquiries can be made through the academy office on 01782 528261 or by emailing office@sna.sbmat.org. For SEND concerns, the class teacher is the first point of contact, with the SENCO involved in assessing needs and agreeing support.
No. Nursery attendance neither guarantees a place nor gives priority in its own right. A separate Reception application is required.
The maximum annual nursery intake is 60 children.
Foundation Stage children receive a home visit before starting. Parents contribute a child profile, and summer-term Stay and Play sessions introduce children to school.
Communication and language are a priority, as identified in May 2024. The emphasis is on developing children's ability to communicate.
Start with the class teacher. The SENCO works with teachers and parents to assess needs, agree support and review progress.
