Parkland Primary School South Wigston Nursery Review

Play, discovery and conversation shape Parkland’s early years provision. The nursery belongs to Parkland Primary School South Wigston on St Thomas Road, giving families a school setting for these first steps in learning. Its character is best understood through the early years approach: practical exploration remains central, with adults planning opportunities for children to discover things themselves.

The Early Years Foundation Stage (EYFS) groups learning into seven areas rather than separate school subjects. Understanding the World is one of them. At Parkland, children explore this area through play during periods when learning activities are available for them to choose and use. Adults add planned activities to extend that discovery, so children’s own exploration and teacher planning work together.

Technology has a limited place within that practical approach. Early years children use tablets for brief activities involving communication, exploration and early learning. Parkland calls its approach Pedagogical Technology (PedTech): choosing technology for a learning purpose. Talk, practical activity and interaction with adults remain central, keeping device use within a broader mix of experiences.

In September 2023, Ofsted found that early years children managed things independently and that adults used their conversations with children to develop language. These findings give parents a concrete picture of the interaction around learning: adults help children extend their communication while encouraging them to do things for themselves.

For concerns about development or wellbeing, the school’s class teacher is the first contact. A meeting brings together information from home and school to agree support; continuing concerns can then involve the special educational needs and disabilities coordinator (SENDCo). This gives parents a clear sequence for raising a concern.

Within the school’s SEND arrangements, an APDaR plan follows an assess, plan, do and review cycle. Parents help shape the support and review its targets at least once each term. Specialist involvement requires parental agreement, allowing families to participate in decisions about referrals.

The school can draw on Speech & Language Therapy and Early Years Inclusion support. Its SENDCo works alongside the pastoral team and two trained Emotional Literacy Support Assistants (ELSAs). These are school support arrangements, with the child’s needs determining the appropriate involvement.

Nursery attendance does not guarantee a Reception place. Families must make a separate application through their home local authority using the Common Application Form. For autumn 2027 entry, the closing date is 15 January. Treat that application as a separate task from joining nursery.

For the 2026/27 intake, nursery attendance gives no oversubscription priority at Parkland. Place allocation instead considers care status, catchment residence, siblings, qualifying medical or social circumstances, teaching staff children and distance. Familiarity with the school does not replace those criteria.

Transition support is a different matter. Foundation Stage preparation includes a home or preschool visit and a welcome meeting for parents with the teaching team. Children can have additional visits when needed; where SEND has already been identified, staff visit preschool settings to discuss the child’s needs. These arrangements help staff prepare for the child, separately from allocating a place.

Preschool enquiries go directly to preschool@dsatparkland.org. The school office can also be reached on 0116 278 2142 and opens from 8.00am to 4.00pm. Safeguarding concerns have a separate contact, dsl@dsatparkland.org, giving families a direct route for raising a concern about a child’s safety.