The Croft Preparatory School Nursery Review

Shelter-building in Forest School and performing in the Pre-school Nativity give The Croft’s youngest children two very different ways to take part. Outdoor exploration and performance both feature in early school life, giving families a picture of learning that extends beyond classroom activities.

Nursery belongs to the school’s Early Years Foundation Stage (EYFS), which covered children aged 3 to 5 at the February 2026 inspection. At that visit, 33 nursery children were organised into three classes. These are attendance figures for that point in time, rather than a measure of places available now. The wider school occupies a 30-acre estate at Alveston Hill, Stratford-upon-Avon.

Conversation has a clear purpose here. In February 2026, early-years teaching used children’s interests to encourage them to explain ideas and express opinions. Staff adjusted learning following assessment, helping children practise and strengthen developing skills. Early reading and number work were successful features of that teaching. In parent terms, the EYFS learning described here connects talking, practical activity and the beginnings of literacy and mathematics.

Role-play areas provide a concrete example: children acted out shopping with pretend money. That puts number ideas into a recognisable situation rather than leaving them as an abstract exercise. A dentist’s visit also brought oral hygiene into early-years learning, connecting classroom discussion with looking after themselves.

Physical activity takes several forms. Outdoor learning, swimming and PE supported early-years children’s hand control and larger movements in February 2026. Shelter-building adds a practical task to Forest School, while the Pre-school Nativity introduces performing for others. Rugbytots and multi-sports are also offered to Pre-school children as extracurricular options. Together, these activities give children opportunities to use their bodies, voices and imaginations in different settings.

Predictable routines supported quick settling in February 2026. Early-years leaders met staff regularly to review children’s needs and the way provision worked, helping learning remain engaging as children became comfortable. Parents also appreciated receiving advice and support through digital communication with early-years staff. That gives home and nursery another point of contact.

Emotional development receives practical attention. Movement breaks helped children manage their feelings, and early-years children demonstrated cooperation and consideration for others. Staff’s example supported kindness between children. These are useful foundations for sharing activities and coping with the demands of a group.

Care also includes supervision and vigilance. In February 2026, early-years children were suitably supervised both on school premises and during off-site activities. Early-years leaders had recruitment safeguarding training, and staff carefully logged concerns and pursued follow-up action. For families, the relevant detail is the combination of everyday oversight and a process for acting when something needs attention.

Attending the nursery does not guarantee a Reception place. Confirm the Reception entry process directly with the school; choosing nursery should not be treated as securing the next stage. Keep the decision about your child’s nursery experience separate from the Reception admissions decision.

Families can request a visit through the Admissions Enquiry Form, with an option to receive an information pack as well. Open Morning places can also be reserved through a registration form. These provide two ways to meet the school before deciding whether its nursery experience suits your child.

For an initial conversation, telephone 01789 293795 or email office@croftschool.co.uk. The school is on Loxley Road at Alveston Hill, Stratford-upon-Avon, CV37 7RL. Refer to the school for current charges.