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 Hillary 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 If you spot anything outdated or inaccurate, please let us know.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 home visit, followed by taster sessions with a parent, gives Hillary’s nursery a gradual start. An individually adjusted timetable then helps children settle. This is nursery provision within Hillary Primary School in Pleck, Walsall, with the school’s early years curriculum and inclusion team supporting the start of school life.
Ofsted’s whole-school judgement is Requires Improvement. That is a school judgement, not a separate nursery grade.
Play and adult-guided learning share the day. Children work individually, in small groups and in class sessions, with adults adjusting activities to their interests and starting points. The Early Years Foundation Stage (EYFS) brings together learning about relationships, communication and movement with early reading, maths, creativity and discovering the world. For parents, the emphasis is on connected experiences rather than a timetable of separate subjects.
Speaking and listening have a clear place. Adults introduce vocabulary and sentence starters, while Makaton and speech and language support provide additional ways to communicate. These are concrete parts of the approach for children who need help expressing themselves or understanding others. Activities include both choices made by children and work introduced by adults.
Indoor and outdoor learning areas are arranged for access across the curriculum. Staff use observations during learning to decide what a child should tackle next, rather than treating the starting point as fixed. Progress in early years is tracked using the EYFS Framework and/or Birth to 5 Matters. The school aims to develop curiosity and a willingness to try again after mistakes.
Settling starts before the first nursery session. Staff visit children at home, then offer parent-and-child tasters before an initial reduced timetable tailored to the child. This gives families several steps between home and regular attendance. For children with previously identified special educational needs or disabilities (SEND), a local authority early years advisory teacher supports the move into early years.
Emotional development is addressed through the Thrive Approach. The school’s Thrive Team includes three licensed practitioners and profiles children from nursery onwards to identify needs for personalised support. Within the school, The Nest provides a space for quiet reflection and Thrive work. It gives the support approach a physical setting as well as a team structure.
Parents are involved in planning SEND support and reviewing progress at termly meetings. Chatterboxes speech and language therapists advise staff on programmes, adding specialist input to the school’s provision. Families can contact the SENCO by telephone or email, giving them a direct route for discussing their child’s needs.
Nursery attendance does not guarantee a Reception place. A separate application is required through the family’s home local authority, using its normal application process and deadline. The local authority sends the offer directly to the family.
For entry in 2027–2028, nursery attendance does confer priority: it is the fourth oversubscription criterion, following looked-after and previously looked-after children, social or medical need, and siblings. This is a priority category, not an automatic transfer.
Preparation for Reception is a separate matter. Home visits, discussions with parents and previous settings, time meeting the teacher and tasters in the new class support the change. Children can become familiar with the next stage while families still complete the application process.
Prospective parents can arrange a school visit by calling the office on 01922 720812. Nursery enquiries can also go to enquiry@hillary.walsall.sch.uk.
The universal funded entitlement for three- and four-year-olds is 15 hours each week over 38 weeks. Eligible working families can receive up to 30 hours over 38 weeks, with the universal entitlement included within that maximum. Working-family eligibility must be reconfirmed every 12 weeks.
Funded hours must be accessible without compulsory charges. Meals, consumables, extra activities and additional hours may carry optional charges, but these cannot be a condition of taking a funded place. Contact the school for current charges.
A home visit and tasters attended with a parent come before starting. Children initially attend on a reduced timetable adjusted to their needs.
The EYFS covers relationships, language, movement, literacy, maths, understanding the world and creativity. Children learn through play, activities guided by adults and their own choices, indoors and outdoors.
Contact the school’s SENCO on 01922 720812 or at enquiry@hillary.walsall.sch.uk. Parents help plan SEND support and review progress in meetings each term.
Yes. Call the school office on 01922 720812 to book an appointment.
No. Families must apply separately through their home local authority. For 2027–2028 entry, nursery attendance is fourth in the oversubscription order, after looked-after and previously looked-after children, social or medical need, and siblings. This confers priority, but does not make transfer automatic.
