Raleigh Infant Academy Nursery Review

Speech, language and small-hand skills give Raleigh’s nursery its clearest character. This is the school’s own provision in Thetford, with children able to join in the term following their third birthday. Its morning session offers a defined block of learning rather than a full nursery day.

Ofsted judged the school’s early years provision Good at the September 2022 inspection. That judgement covers early years within the school; it is not a separate nursery rating. The nursery’s emphasis on communication gives families a concrete starting point for understanding what children practise here.

Direct teaching sits alongside purposeful play within the Early Years Foundation Stage (EYFS). In parent terms, children have both adult-led learning and opportunities to develop skills through play. The balance matters: the nursery day is about building knowledge and understanding as well as taking part in activities.

In September 2022, nursery activities supported speech and language, communication and fine-motor development, and children could explain their learning; however, teaching varied in quality across the wider early years curriculum, limiting what children achieved. The improvement required was greater staff expertise through training and sharing effective practice. This is a material qualification to the positive picture of curriculum planning.

Early reading preparation begins with language work in nursery. Activities designed to develop speaking skills give children practice in expressing themselves before the next stage of learning to read. Fine-motor activities provide another distinct strand of the day, giving attention to the small movements children are learning to control.

Settling starts with contact between families and staff. Foundation Stage staff meet parents before children begin, so preparations can be made in advance. For a child already known to have special educational needs or disabilities (SEND), the SENCo also meets new parents; further discussions can involve professionals supporting the child where needed.

Safe Ports provide supervised spaces for children who find part of the school day difficult. Each year group has access to one, with activities for reflection and managing emotions. The academy describes a restorative approach to behaviour, giving families a sense of how adults aim to respond when a child struggles.

Across the trust, SEND support follows an assess, plan, do, review cycle. Learning plans are reviewed with families each term, making parental involvement part of the support process. Medical care also has a practical framework: some children have an individual Care Plan, and prescribed medicine can be given when parents have signed the administration permission form.

Nursery attendance does not guarantee a Reception place and confers no priority under the admission criteria. Families must make a separate application through Norfolk County Council. For September 2026 entry, the application deadline was 15 January 2026; that cycle is now past.

Support with change is a separate matter from allocation of places. The trust’s SEND arrangements include agreeing with families what information will be passed to the next setting, helping support needs travel with the child. This does not change the Reception admissions process.

The nursery session runs from 8.30am to 11.30am. That morning finish is a decisive consideration for families planning care around work.

Nursery applications are handled by the academy. To arrange a visit to the learning environment and meet the Nursery Manager, telephone 01842 753993 or email office@ral.eastern-mat.co.uk.