The nursery (ages 3-4 years) is a part of the school called the Foundation Stage. The other year group included in this stage is reception (ages 4-5 years). The Foundation Stage:

The early years provision is good

• The early years provision has improved more rapidly than the rest of the school. More effective teaching, particularly of language skills, together with sustained good leadership and management, have ensured that children make better progress. On leaving Reception, they are well prepared for entry to Year 1. By 2014, the proportion of children reaching standards typical for their age had improved to above average. 
• Most children enter Nursery with skill levels below those typical for their age. Staff focus particularly on promoting children’s personal, social, communication and language skills. This work is sustained when children enter Reception. Children, including those who have special educational needs, are challenged to achieve well.
• Recent whole-school initiatives to improve the teaching of reading have been particularly effective. Children now acquire a secure knowledge of sounds and letters and basic skills in reading and writing. Although less extensive, they also have regular opportunities to undertake practical mathematical activities.
• The early years is a stimulating environment to learn in and children are generally engaged well by the activities provided. These support their growing knowledge of the world and their personal development well. Children have positive attitudes to learning. They select resources with confidence and sustain concentration well.
• Staff ensure that children behave well, although noise levels occasionally escalate when children are not engaged in directed or supervised activities. They are safe and well looked after. The school makes every effort to engage with parents and encourages their involvement in their children’s learning.
• Staff know individual children well. Detailed checks and regular observations provide good information about children’s progress. These are recorded in thorough portfolios of evidence for each child.