Early years provision: expanding through a school-led model
Source: gov.uk (2025-09-04)

How the School-based Nursery Capital Grant accelerated one infant school’s plan to expand its provision to support local demand and improve transitions into reception.

Scargill Infant School, Essex

At Scargill Infant School, we’ve long recognised the importance of early years education in shaping children’s futures. When the opportunity arose to expand our nursery provision, we embraced it, not only to meet growing demand but to support our local community and improve transitions into reception.

We currently offer 48 places for children aged 2, 3 and 4, having doubled our original capacity of 24. The nursery operates during term-time only, with full-day, morning and afternoon sessions aligned with the infant school’s schedule to support families with siblings. We provide both 15- and 30-hour funded places, and we’ve chosen not to offer additional paid hours to ensure accessibility for all families.

Why we chose to expand

We’d considered expanding our nursery for a long time, but lacked the necessary funding. The announcement of the School-based Nursery Capital Grant was a turning point, allowing us to accelerate our plans and respond to clear community demand. We were oversubscribed for September 2025 and had a waiting list, so the timing was ideal.

Our decision was informed by parent and carer feedback, local authority engagement and our own experience with transition challenges. With children coming from 28 different feeder nurseries, we saw the value in offering a consistent, high-quality early years experience in our own setting. Taking part in the local early years foundation stage (EYFS) forum, which includes representatives from private providers and across the sector, also helped shape our approach.

Planning and set-up

Although we had no prior experience with capital projects, support from our academy trust, our local authority, the Department for Education and our chief financial officer was invaluable. We used existing staff to maintain a 1:8 staff-to-child ratio, and plan to recruit 2 new level-3-qualified staff members, including a nursery manager, to support long-term growth.

We approached the set-up process strategically, ranking our priorities according to statutory requirements and long-term sustainability. Our curriculum was already in place and we carefully measured our space to ensure it could comfortably accommodate 30 children. Due diligence during the application process was key to our success.

Marketing and enrolment

We’ve advertised new places through the local authority, on a school banner, to parents and carers, and via community information and questionnaires.

Challenges and lessons learnt

Launching a nursery is not the same as running a school. We learned the importance of having a strong, dedicated team and a clear written plan. Our EYFS lead played a crucial role, bridging nursery and reception, which has already improved attendance and outcomes in reception.

We also discovered the value of building strong relationships – with the local authority, private, voluntary and independent providers, and with other nurseries. Financial understanding is essential and we’d encourage others to ask questions and seek support early on.

The nursery at Scargill Infant School

Our advice for others wishing to set up a school-led nursery

Stick to your plan

Develop a clear model, document the process and avoid trying to please everyone.

Build the right team

Bear in mind that nursery staffing and leadership require different skills than in a school setting.

Draw on EYFS expertise

Be aware that a strong EYFS lead can enhance both nursery and reception outcomes.

Engage your community

Consult with parents, carers and local networks to shape your offer.

Understand the finances

Contact your local authority and other nurseries to ask for guidance.