Martley CofE Primary School Nursery Review

Rhymes, repeated stories and the first steps in letter formation give Martley Pre-School a recognisable focus on language. This is the nursery provision within Martley CofE Primary School in Martley, Worcester, rather than a separate nursery school. Its membership of DoWMAT places it within a Christian school organisation.

For parents, the most useful distinction is between everyday familiarity with school and entitlement to a future place. Children can begin their learning here, but nursery attendance does not guarantee admission to the school's Reception class.

The Early Years Foundation Stage (EYFS) sits alongside a curriculum shaped using staff knowledge of children's interests. In parent terms, that means children's interests help inform what they learn. The school aims to connect learning with real experiences where possible, giving children something concrete to talk about and explore.

Read, Write Inc provides the named approach to early reading. In pre-school, children encounter letter sounds through rhymes and practise forming letters. Sharing stories and returning to familiar books are also part of the approach. Repetition gives children another opportunity to join in and become familiar with the language of a story.

At the November 2023 inspection, children in pre-school used vocabulary about autumn's colours and changes, while early years children concentrated on activities, played together and communicated their learning. These examples connect language with observation and play.

Teaching development. In November 2023, curriculum monitoring still needed further development, including in early years; subject leaders also needed a clearer understanding of early learning so staff interactions and vocabulary could be more precise. These concerns matter because adult conversation is part of how young children learn.

Early identification of additional needs was a positive early years finding in November 2023. Staff recognised when children needed help and brought parents and relevant professionals into the discussion. For families, this makes parental knowledge part of the response rather than leaving support solely to the classroom team.

The school's SEND support uses three levels: classroom adaptations, extra interventions for groups with similar needs, and more individually tailored help. The graduated response follows Assess, Plan, Do, Review. Teachers and the SEND coordinator agree support with parents, record it in an individual provision map and discuss its impact at termly review meetings. This gives families a recurring opportunity to consider what is helping and what needs adjusting.

Referrals can involve Speech and Language Therapy, Educational Psychology or the Learning Support Team, with parental permission sought beforehand. Pre-school also has a designated safeguarding lead, providing a specific role for reporting concerns about children.

A Reception application is a separate step: families must apply again through the normal admissions process and meet its deadline. Worcestershire's school admissions service is the route for admissions information. Nursery attendance does not guarantee a place.

Transition support has a different purpose. Children's learning needs are discussed as they move from pre-school settings into Reception. For a child receiving additional support, sharing that understanding helps the receiving team plan for their needs; it is not an admissions entitlement.

General enquiries go through the school office on 01886 888201 or office@martley.dowmat.education. The office takes calls between 08:00 and 16:00. Those are office contact hours.

Families can arrange a school visit by calling the office, which agrees a suitable day and time. A visit offers an opportunity to meet staff and discuss the provision before choosing it.