St Mary of the Angels Catholic Primary School Nursery Review

Early reading, mathematics and learning familiar routines give this nursery its clearest character. At St Mary of the Angels Catholic Primary School in Aldridge, nursery provision sits within a Catholic primary school: the early years are part of the school’s provision, rather than a separately graded nursery.

Ofsted judged early years provision Good at the inspection on 10 and 11 July 2024. That judgement comes with a meaningful qualification for parents: teaching the early basics was a strength, but some activities gave children too little scope to explore ideas and be creative.

Reading and mathematics receive effective teaching in the early years. In July 2024, children also picked up routines readily, with adults helping them understand what was expected. For a child beginning nursery, those familiar expectations can make the day easier to understand while early learning develops.

Curiosity and creativity. Some planned activities in other areas of early learning lacked sufficient ambition in July 2024, restricting children’s opportunities to investigate and create. The improvement required was specific: staff needed training to plan experiences that matched the curriculum’s ambitions. Parents should weigh that concern alongside the strengths in reading and mathematics, because the nursery day needs room for exploration as well as taught skills.

Warm adult relationships supported children’s understanding of early-years routines in July 2024. This matters for children getting used to a group setting: adults help establish the expectations that shape their day.

For children with special educational needs and/or disabilities (SEND), the school’s support structure combines class teachers, teaching assistants and the special educational needs coordinator (SENCo). Teachers plan additional help and review targets with parents each term. The SENCo supports teachers’ planning, giving families a route for discussing how learning should be adapted to their child.

Specialist input includes an Educational Psychologist and a Speech and Language Therapist working in school each half term to advise children and staff. School provision also includes targeted individual work or small groups, rather than relying solely on whole-class teaching.

Communication has practical detail. Parents can discuss progress with the class teacher or SENCo, and pupil profile reviews involve families each term. Where agreed to be useful for the child and parent, a home/school contact book can support communication. These arrangements give families opportunities to share approaches that work at home and contribute to reviewing support.

Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process by its deadline; a nursery place should never be treated as an automatic next step.

The governors are the school’s admissions authority, with Walsall Children’s Services handling some administration. Keep the nursery decision and the Reception application as separate tasks.

The admissions page includes nursery application forms and nursery admission policies for 2026–2027 and 2027–2028. It also lists a Chargeable Extras Nursery document for 2026–27. Refer to the school for current charges before making a booking decision.

For nursery enquiries, contact the school office on 01922 743411. The school’s Term Dates page includes a 2026–2027 calendar, providing a useful reference for family diary planning.