Foston Church of England Voluntary Controlled Primary School Nursery

Play sparked by children's own interests gives Foston's nursery its character. Adults identify individual next steps and use those interests to extend learning, so the approach combines children's choices with purposeful teaching. This is the school's own nursery provision, for children starting from three, within its Early Years Foundation Stage (EYFS).

At the Ofsted inspection on 15 and 16 October 2024, early years provision was graded Outstanding. That judgement covers the school's early years provision, rather than a separately inspected nursery. In October 2024, children learned in both indoor and outdoor classrooms.

Children's interests help shape what happens next. The play-based curriculum follows the EYFS framework, with teachers planning learning objectives around what each child needs to develop. In parent terms, play has a purpose: an interest becomes an opportunity to investigate, explore and practise something new. Children have room to make choices, while adults plan how to move their learning forward.

Learning In The Moment In Early Years brings this approach together. Creativity and investigation sit alongside independence; the nursery also aims to build children's sense of belonging through family and community connections. These are aims that shape the curriculum, rather than promises of a particular outcome for every child.

In October 2024, early years activities built learning in a deliberate sequence, using resources across both the indoor classroom and its outdoor counterpart. Early phonics was a strength too, helping children connect sounds with reading. French adds another specific strand: EYFS children learn the language through songs, giving them a musical introduction to unfamiliar words.

Settling begins before the full start. Once children have turned three and are ready, they can attend a half-day taster each week until the term following their third birthday. This gives them time to become familiar with the environment and form relationships with the early years team.

Parents can remain during the morning while their child settles. A staggered start runs between 8:50am and 9am, and regular conversations with staff help parents understand how settling is going. The team includes an early years teacher and a teaching assistant.

For additional needs, families can contact the SEND coordinator through the school office. The school aims to involve children and parents in decisions about support, giving families a route into those discussions.

A separate application matters. Nursery attendance does not guarantee a Reception place. Families must apply again through the normal school admissions process by the applicable deadline; the application route is North Yorkshire's school admissions service.

Transition support is a separate matter from allocation. Before children begin school or nursery, a sequence of visits helps them become familiar with the EYFS environment. Those visits support familiarity, but should never be treated as an assurance of a school place.

Fifteen free nursery hours per week are offered. The settling-in morning starts between 8:50am and 9am; that window describes the staggered start, rather than the length of a booked session.

Visits can be arranged to meet the team. Contact the school office on 01653 618265 or email fostonoffice@foston.n-yorks.sch.uk to arrange one or make a nursery enquiry.