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 Roger De Clare First CofE 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 If you spot anything outdated or inaccurate, please let us know.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 shared outdoor play space connects nursery life with the next stage at Roger De Clare, while the nursery keeps its own separate area. This is provision for three-year-olds within the school’s Early Years department in Puckeridge. Play, growing independence and close contact with families shape its character.
September is the main entry point. Capacity depends on the hours children attend: up to 26 pupils can attend for 30 hours, with between 26 and 52 accommodated across patterns of 15 to 30 hours. Those are different attendance configurations, rather than a single fixed class size. Ofsted judged early years provision Good at the inspection on 30 April and 1 May 2024.
Learning moves between indoor activity and outdoor exploration. The Early Years Foundation Stage (EYFS) combines physical development, language and relationships with early mathematics, literacy, creativity and understanding the world. In parent terms, play is doing several jobs: children practise communicating, making choices and trying ideas while acquiring new knowledge. Activities take account of their interests and needs.
The physical arrangements support independence. Personal storage includes a drawer, peg and bench space for each child’s belongings; a photograph or name helps them recognise their own place. Nursery and Reception sometimes come together for play or targeted support. Canopies across the school’s key stages allow outdoor activities to continue in changing weather.
Early reading starts in nursery with the connection between sounds and letters, including recognising letters around the learning environment. Story packs, picture books and nursery rhymes go home for families to share. Nursery home-learning activities also revisit colours, shapes and comparisons such as more and fewer, giving parents concrete ways to continue learning together.
In April and May 2024, adults joined children’s play and introduced demanding vocabulary that children tried out themselves. Children shared resources, persisted and solved problems together. Nursery children also demonstrated how to carry scissors safely. These are useful foundations for both communication and everyday independence.
The class teacher acts as the child’s key person, supported by teaching assistants and other adults. This gives families a clear contact for individual learning, care and development at home. Parents can raise progress questions at termly consultations and talk with staff at other times. Learning journeys, home-interest forms and WOW! cards provide ways to share achievements beyond school.
Children bring a morning snack of vegetables or fresh or dried fruit, alongside a water bottle. Families should tell staff about any help needed with toileting or handwashing so that care needs can be discussed before starting.
For SEND concerns, the first conversation is with the class teacher, with the SENCO involved when further advice is needed. Support can draw on Speech and Language services and Educational Psychology. Across the school, the April and May 2024 inspection also identified inconsistent curriculum delivery in some classes and insufficiently precise adaptations for some pupils with SEND. Families needing additional support should discuss the adjustments their child will receive.
Nursery attendance does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the normal deadline. Treat that application as a distinct step when planning ahead.
Day-to-day familiarity is a separate benefit: the communal outdoor area and occasional joint play give nursery children contact with Reception. For children who need additional transition support, individual arrangements can include extra visits, social stories and meetings with new staff. These help with the change of class; they do not secure admission.
Three session options are available: 8.50am to noon, noon to 3.10pm, and 8.50am to 3.10pm. Families choose specified sessions, with up to 30 hours offered subject to space and the admission policy.
Collection timing. Afternoon and full-day session options end at 3.10pm, while the general nursery closing time is 3pm. Agree collection arrangements when booking. Parents use the designated green gates and paths for collection and drop-off.
Uniform combines a white top with grey bottoms and a red sweatshirt or cardigan; branded items are optional. Pack a book bag, suitable coat and separate indoor and outdoor footwear, and label belongings. Nursery enquiries go to admin@rogerdeclare.herts.sch.uk or 01920 821363.
The nursery caters for three-year-olds, with September as the main entry point.
Options are 8.50am to noon, noon to 3.10pm, or 8.50am to 3.10pm, subject to space and the admission policy. The general nursery closing time is also given as 3pm, so agree collection arrangements when booking.
The class teacher is the key person, supported by teaching assistants and other adults.
Bring a water bottle, fruit or vegetable snack, book bag, suitable coat and a change of footwear for indoor and outdoor learning. Label clothing and equipment.
No. Families must make a separate Reception application through the normal admissions process. Shared play and transition support are separate from admission.
