Palfrey Infant School Nursery Review

Purposeful play, stories and children's own ideas shape the nursery curriculum at Palfrey Infant School. This is the school's own nursery provision in Walsall, with learning that combines activities led by adults and play chosen by children. The school's Ofsted judgement is Requires Improvement.

Play has a clear place in learning here. Adults plan activities but also respond to children's interests as they emerge, helping an idea develop through conversation and interaction. Whole-class teaching, smaller groups and child-initiated learning give the day different kinds of participation. Children have opportunities both to follow guidance and to try their own approaches.

The Early Years Foundation Stage (EYFS) connects early reading and number skills with language, movement, relationships and creativity. Understanding the world is part of it too. The nursery uses Development Matters alongside its planning, giving staff a framework for building children's knowledge over time. Exploring, concentrating, persisting and finding a different way to do something are explicit curriculum aims.

Books and themes organise learning across each half-term. The daily early years offer includes phonics, writing, maths, reading and outdoor learning. Reading includes learning how to handle and use books; writing connects sounds with putting ideas on paper. Outside, children can practise skills introduced indoors, so outdoor activity forms part of the learning rather than simply a break from it.

Staff use observations and learning journeys to assess what children understand. Teaching assistants feed information back to teachers, allowing subsequent planning to respond to children's learning. These are teaching arrangements, rather than a guarantee about any child's progress.

For a child with additional needs, the class teacher and special educational needs coordinator (SENCo) are the starting points for discussion. The school plans support through a cycle of assessment, planning, action and review, involving parents in decisions about adjustments and intended outcomes. Families of children on the SEND register are invited to review meetings each term and receive an annual progress report. That gives parents regular opportunities to discuss whether support needs to change.

Where a child already has identified needs, the school works with other agencies to gather information before they start. External support can include a school-funded speech and language therapist, educational psychologists and occupational therapists, where needed.

Accessibility arrangements across the school include a hydraulic changing table, an accessible toilet and doors adapted for wheelchair access. These are practical features for families whose children need help with personal care or physical access.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through their home local authority and meet the normal application deadline.

For entry in 2027-2028, nursery attendance does confer oversubscription priority. It comes after the categories for looked-after and previously looked-after children, social or medical need, and siblings, and before distance. Children whose education, health and care plans name the school are admitted before other places are allocated. Priority therefore has a specific place in the allocation order; it is not an automatic transfer.

For children with SEND, the SENCo's responsibilities include planning transition with the next education provider and passing on relevant support information. This preparation is separate from the Reception admissions decision.

The school is on Bescot Street, Walsall, WS1 4HY. General enquiries can be made by emailing postbox@palfreyinfant.co.uk or calling 01922 720713. A contact form provides another way to send an enquiry.