Early-years education on school premises

Thousands of new early years places are launching in primary schools this September under a £37 million government scheme. With the next phase of the scheme set to launch in the Autumn, should your school get involved?

The landscape of early years education in England is undergoing a change. This September, over 4,000 new nursery places will open within state-funded primary schools as part of the government’s flagship school-based nursery programme – a key part of Labour’s “Plan for Change.”

With nearly 200 schools already exceeding place targets, many school leaders are increasingly viewing early years provision not only as a way to serve their communities but also as a strategic part of whole-school improvement.

A policy with momentum

Originally a manifesto pledge, Labour’s commitment to open 3,000 new school-based nurseries is now in motion. Following a £15 million capital funding round last autumn, 300 primary schools were selected for the first wave of implementation, with an average of 20 places each.The government has since more than doubled the pot, announcing an additional £37 million to support future phases of the scheme, with the next wave of expansions set to begin this autumn. 

This scheme will help increase capacity ahead of September 2025’s roll out of 30 hours of government funded childcare per week, as government projections show that around half of local areas need to increase their capacity by between 10 and 20 per cent to meet demand. Some need an uplift of more than 20 per cent – with areas that see traditionally lower household incomes including Northumberland, Plymouth and Rotherham, all in this group.

Why school-based nurseries matter

One of the aims of the initiative is to tackle the growing gap in school readiness.
   
According to Kindred’s 2024 School Readiness Survey, nearly one in three Reception-aged children struggle to communicate basic needs. A quarter lack foundational language skills. To counter this, more investment in good quality early years education is needed.
   
Co-locating early years education within primary schools enables stronger collaboration between nursery and Reception staff.It means teachers can track development early, identify SEND needs sooner, and ensure continuity of care and learning.For children, that results in smoother transitions and better outcomes.
  
 “Being based on a school site means children can settle in early, build confidence, and feel ready for the step into Reception,” said Wayne Wathen-Howell, readteacher at Minet Infant and Nursery School in Hayes, one of the nearly 200 schools opening new places this September.

“It’s a big moment for our community.” The programme is also a step forward in accessibility to childcare for parents. With childcare costs cited as a key barrier for working parents – especially in disadvantaged areas – this programme promises savings of up to £7,500 per year when paired with the government’s 30-hours free childcare offer.

Parents are also drawn to the convenience of collecting siblings from one site and the reassurance of continuity as their child progresses from nursery through to Year 6. For schools, offering early years provision can boost engagement with families, enhance community reputation, and, critically, support enrolment in Reception and beyond.

This also presents a leadership opportunity. Headteachers will be tasked with overseeing the integration of early years staff, ensuring alignment with whole-school values and curriculum goals, and making best use of existing space and resources.

However, school leaders must be prepared. Early years settings require a specific skill set and regulatory oversight, and integration with the wider school must be handled thoughtfully.Alex Armstrong, headteacher at Bloemfontein Primary School who will be using their allocated funding to open a new baby room on site said: “This funding will enable us to transform unused school space into an engaging and vibrant environment, offering year-round childcare for children from birth to five.

“There are so many benefits to school-based nursery provision, including continuity for children and their families and the opportunity to develop expert-led learning which will provide our children with strong foundations for lifelong success.”

What’s next for headteachers?

With the next phase of funding set to open this autumn, now is the time for headteachers to assess whether they want to participate in the scheme. 

If so, key considerations include an assessment of facilities – does the school have adaptable or underused space that could be converted for nursery use? And staffing – can the school attract or retain qualified early years professionals? Parental demand is also key and schools should find out if there is there appetite in their local area for expanded provision.
   
Schools should work closely with local authorities to outline how proposals will respond to local need and subsequently contribute to the government’s plan for an early years system that breaks down barriers to opportunity for children across the country.
   
Schools can now have a more central role in early years education. For headteachers, this can be a good an opportunity to help shape a system where all children are school-ready, and all families feel supported from the very start.
   
Jason Elsom, chief executive of Parentkind said: “Some of the best performing schools are now expanding into early years to deliver an excellent education, and the School-Based Nursery Capital Grant will enable even more schools to help the children in their care to be school ready before moving from nursery to reception, giving them the best start in life.”
   
Education Secretary Bridget Phillipson said: “This September is only the beginning. This government has a clear Plan for Change to get tens of thousands more children school ready each year so that every child, from any background, gets the opportunities they need to get on in life.”