Pennyhill Primary School Nursery Review

Choosing where to play is part of learning at Pennyhill: children can move between the indoor and outdoor spaces during activities they choose themselves. Adult teaching sits alongside that freedom. This gives the nursery day a balance of shared learning and opportunities to follow a child's own interests.

Pennyhill Primary School's nursery in West Bromwich admits children as soon as possible in the term following their third birthday, with part-time and full-time attendance. It belongs to the school's Early Years Foundation Stage (EYFS) provision. Ofsted judged early years to be at Strong standard in June 2026; that judgement covers the school's early years rather than a separately inspected nursery.

The EYFS combines early literacy and number work with physical development, communication, relationships, creativity and discovering the world. In parent terms, learning includes talking, playing, moving and making, alongside practising the beginnings of reading and writing. Communication threads through the activities rather than occupying a separate slot.

Teacher Time sessions bring children together for adult-directed learning, including maths and literacy. During activities children initiate, adults join their play and help extend an interest or introduce another challenge. Classroom resources have clear labels and are within children's reach, so choosing materials becomes part of practising independence. Learning areas change with the group's needs and over the terms, allowing familiar skills to be revisited with fresh challenges.

Weekly rainbow missions encourage children to try different learning areas. Children choose which challenges to tackle and collect colours towards a rainbow, with achievement recognised at a rewards assembly. Picture News sessions create another opportunity for conversation. These structures give children reasons to explore activities beyond their usual favourites.

Early reading planning for three- and four-year-olds uses Development matters age statements. Children practise identifying rhymes, clapping syllables and talking about stories; early writing includes pretend shopping lists and attempts at their own names. In June 2026, early years children were building language through songs, stories and imaginative play, while counting games gave numbers a practical purpose.

Settling begins with a meeting between parents and staff before nursery starts, alongside an induction meeting. Families can share concerns with the teacher, then discuss progress privately at autumn and spring meetings. Weekly updates through Marvellous Me connect home with classroom learning; parents also contribute observations of achievements at home. Stay-and-play activities and workshops provide further opportunities to participate.

In June 2026, predictable routines and supportive relationships helped early years children settle. Children needing additional help, including those with SEND, received support adapted to their needs and participated alongside their peers. For parents, that means inclusion concerns belong in the conversation from the beginning.

The school's early years approach includes listening to parental concerns, monitoring development and reviewing support. Children receiving SEND support have meetings involving their parents, teacher and SENCO three times each year. The school also funds Soundswell speech and language support, giving it access to a therapist at least twice per month.

Daily care includes accessible drinking water, attention to dietary and health needs, and snack preparation by someone holding a food hygiene certificate. Families should send spare clothes for toileting accidents. Staff change wet clothing and tell parents later that day; when a child soils themselves, parents receive a phone call and the child is encouraged to do what they can to clean themselves.

Nursery attendance does not guarantee a Reception place or improve a child's chances of admission. Families must make a separate application through their home local authority and meet the normal deadline. Sandwell residents apply through Sandwell's online process; residents elsewhere use their own council's application.

Preparation is a separate matter. Children starting Reception receive either a home visit or a telephone conversation with EYFS staff, allowing parents to explain their child's needs. Concerns requiring further support go to the SENCO for follow-up.

Morning nursery runs from 8:30 to 11:30; the afternoon session lasts from 12:20 to 3:20. These are distinct from the wider school's opening times. Nursery applications go directly to the school. Contact the office on 0121 588 2230 or email enquiries@pennyhill.sandwell.sch.uk.

Lunchtime payments. Payments for nursery lunchtime are collected weekly through ParentPay, normally on the week's first day. They remain due during a child's sickness or holiday, but school closures and bank holidays are excluded. Failure to pay on the required date may lead to withdrawal of the child's 30-hour place, so families need to keep track of the account. Contact the school for current charges.