As the government continues its drive to expand early years provision, the role of school-based nurseries has moved to the centre of the debate. A recent review by the Department for Education (DfE) has shed new light on the successes, and the significant challenges, of embedding nursery provision within a primary school setting.
If your setting is considering—or is currently navigating—a move towards school-based provision, here are the four key takeaways that are currently shaping the national conversation.
1. The Power of Transitions
The most significant advantage of school-based nurseries is the seamless transition for children. When a child moves from the nursery into the Reception class within the same building, the continuity of care is unparalleled. Teachers and practitioners are already familiar with the child’s learning journey, their developmental needs, and their family background. This "no-cliff-edge" approach is a clear win for children’s emotional wellbeing and development.
2. The Infrastructure Gap
While the model is sound on paper, the review highlights that not all school buildings are created equal. Converting space to meet the stringent standards required for two- and three-year-olds—including suitable outdoor space, dedicated toilet facilities, and safety requirements—is a massive undertaking. The review suggests that for many schools, the initial capital investment required to create a truly "early years appropriate" environment is often underestimated.
3. Pedagogical Alignment
Perhaps the most delicate finding is the need to bridge the gap between "nursery pedagogy" and "school pedagogy." Schools are naturally structured around curriculums and timetables, whereas early years practice must remain responsive, child-led, and holistic. The review notes that schools that succeed are those that do not try to "miniaturise" the primary curriculum but instead allow the early years department to operate with the flexibility, play-based focus, and relational depth required for our youngest learners.
4. The Workforce Challenge
Integrating a nursery into a school isn't just about the building; it’s about the team. There is a marked difference in pay scales, terms, and conditions between school staff and nursery staff. This can create internal friction and recruitment difficulties. The most effective school-based settings are those that invest in integrating their staff teams, valuing early years expertise equally alongside qualified teacher status, and creating a unified culture of professional development.
Looking Ahead: A Complementary Approach
The DfE’s review serves as a reminder that school-based provision is not a "magic bullet." It works best as part of a diverse early years ecosystem. We still need the expertise of stand-alone private nurseries, childminders, and community-based groups to ensure parents have genuine choices that fit their specific needs.
For those of us working in the sector, these findings are a prompt to ask: How can we foster stronger links between our existing settings and local schools? Whether or not your setting is based in a school, the lessons regarding transition, professional collaboration, and high-quality play-based pedagogy are universal.
A Question for the Sector
As the government pushes for more school-based places, how do we ensure that we don't lose the unique, relational, and highly personalised quality that defines the best of our sector? I’d love to hear your thoughts on how we can maintain high standards of early years practice while expanding our reach.
As the DfE continues to develop its strategy for the sector, I will keep tracking how these reviews translate into actual funding and support. Let’s keep pushing for a model that puts children’s development, not just building capacity, at the heart of our expansion.