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Nursery at Winstanley Community 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 If you spot anything outdated or inaccurate, please let us know.
Play with a purpose shapes early learning at Winstanley Community Primary School. Its nursery belongs to the school’s early years provision, where children’s interests help shape learning and adults join their play to extend ideas. The emphasis is on trying things, talking about them and building independence.
This is a school-based introduction to learning, with indoor and outdoor environments used for exploration. Children have opportunities to choose activities as well as take part in learning directed by adults. That balance gives them room to pursue an idea while receiving help to take it further.
The Early Years Foundation Stage (EYFS) connects children’s physical development, communication and emotional development with early literacy, maths, creative expression and understanding the world. In parent terms, learning reaches beyond letters and numbers: conversation, movement and relationships belong alongside them.
Adult-led activities sit alongside play initiated by children. Staff participate, describe what is happening and offer support that helps children develop their thinking. Planning draws on children’s existing knowledge and interests, giving their own discoveries a place in the curriculum.
Children can test their own ideas and decide how to tackle a task, with adults supporting exploration and persistence. Concentration matters too. These principles make the process of learning part of the day, rather than treating a finished activity as the only goal.
Both outdoor and indoor learning environments support this approach. In February 2024, Ofsted described curriculum planning that included early years and helped children develop knowledge in a deliberate sequence. For families, that adds structure to the emphasis on play: activities contribute to learning that builds over time.
Relationships are one of the EYFS principles used here, alongside recognising each child’s individuality. Adults support children during play, so interaction with staff is part of learning rather than confined to instructions at the start of an activity.
For children with special educational needs and/or disabilities (SEND), the school uses a graduated approach to intervention, with support organised in steps. Its SENCO/Inclusion Manager provides a contact within that structure. The school’s approach covers communication, learning, physical or sensory needs, and emotional or social needs, allowing different kinds of difficulty to be considered.
Attending the nursery does not guarantee a Reception place. Families must make a separate application through the normal school admissions process; Winstanley’s school admissions and appeals are handled by the local authority. Treat choosing nursery and applying for Reception as separate decisions.
To register interest, complete the nursery application form and take it to the office with the child’s original birth certificate for checking. Office hours are 8am to 4pm; these are office hours, rather than nursery session times.
Since September 2025, nursery children wear the school PE kit, with black trainers that have velcro fastenings. The kit includes black bottoms, a white top and a royal blue sweatshirt or cardigan. This gives families a specific clothing requirement to prepare for before their child starts.
Complete the nursery application form and hand it to the school office with your child’s original birth certificate for checking.
No. Reception requires a separate application through the normal admissions process, which is handled by the local authority.
The EYFS combines activities led by adults with play initiated by children. Staff support exploration, persistence and the development of children’s own ideas.
Since September 2025, nursery uniform has been the school PE kit, with black trainers using velcro fastenings.
The school uses a graduated model of intervention and has a SENCO/Inclusion Manager. Support considers communication, learning, sensory or physical needs, and social or emotional needs.
