Guidance

Establishing school-based nursery provision

Updated 18 September 2025

Applies to England

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Summary    

This publication provides non-statutory guidance from the Department for Education (DfE). It has been produced to help schools, governing bodies and childcare providers establish nursery provision on school sites, in collaboration with local authorities and responsible bodies.

Who this publication is for

This guidance is for:

  • headteachers
  • local authorities
  • multi-academy trust leaders
  • school governors or trustees
  • private, voluntary and independent (PVI) childcare providers
  • childminders
  • faith-based education authorities

This guidance is orientated toward the establishment of new school-based nurseries (SBNs), though many aspects are applicable to schools seeking to expand existing provision.

Contact us

If you want to contact us about SBNs, submit an enquiry via the customer help portal.

Introduction

What a school-based nursery (SBN) is

An SBN is nursery provision located on a school site or satellite site,. SBNs can operate under different delivery models, such as:

  • nursery classes that are an embedded part of a school where the nursery children are enrolled as pupils and included in the school age range
  • nursery units that are governor run as a community facility in a maintained school
  • provision run by a PVI nursery leasing space on a school premises or operating on the school’s behalf
  • provision run by a childminder or a group of childminders, leasing space on a school premises
  • maintained nursery schools, which are schools that only offer early education provision

The delivery model can impact on many factors, including but not limited to:

  • registration requirements
  • the age of children able to enrol
  • the qualification make-up of staff needed
  • Ofsted registration, childminder registration (where applicable) and inspection arrangements
  • the regulatory and compliance standards that must be met
  • funding sources
  • operational flexibility
  • the integration of nursery activities with the school’s curriculum and resources

Some models may require separate early years registration with Ofsted or a childminder agency, which has associated fees and registration requirements. You’ll find details of registration requirements in the Ofsted or Childminder agency registration section.

All school-based nurseries will have to follow the requirements within the Early years foundation stage (EYFS) statutory framework, a new version of which came into force in September 2025.

Benefits of an SBN

SBNs are one feature of our diverse early years landscape, all parts of which contribute to delivering the government’s expanded childcare entitlements and supporting children to get the best start in life.

SBNs play a crucial role in this. They make up 22% of registered early education places and are more prevalent in deprived areas. Schools can find that having a nursery on site helps support disadvantaged children as well as enabling them to identify the needs of children with special educational needs and disabilities (SEND) earlier, supporting children’s readiness for learning when they enter reception. Refer to School and college voice: January 2025 for more information.

SBNs can help establish and build relationships between families and schools ahead of formal education and offer convenience for parents and carers with other children already attending the primary school. Additionally, opening or expanding SBN provision can be an effective use of surplus space in school buildings or on a school site, where this space is not needed in the immediate future for other provision.

To support your planning, you may want to access a set of case studies from schools that have successfully set up SBNs. The following may offer helpful insights and practical ideas as you consider what might work best for your own school:

A video of schools presenting case studies about building and delivering their current school-based nursery provision is also available.

Additional case studies can be found on the Childcare Works website.

Establishing an SBN

This guidance details what you need to consider if you wish to open nursery provision at your school. It distinguishes between ‘must-have’ statutory requirements covered in:

It also suggests additional amenities for consideration based on best practice or sector expectations. This guidance provides an overview of key considerations and directs you to other guidance. It is not an exhaustive list and discretion should be used.

Suggested checklist for establishing new SBN provision

  • Engage with the local authority to identify education and childcare need
  • Consult with other relevant bodies and key stakeholders, including the diocese or diocesan board of education where applicable. Key stakeholders may include the school’s governing body, parents and carers, staff and other local early years providers
  • Seek the agreement of the relevant freehold landowner
  • Secure planning and other permissions, if needed
  • Decide on delivery model, operating hours, wraparound or holiday provision, age range, number of places and curriculum design
  • Create a business plan identifying funding streams, and develop administrative and leadership capacity
  • Ensure a high-quality inclusive learning environment is created
  • Apply for a significant change to an academy, if needed
  • Consult the prescribed alteration if yours is a maintained school, and follow the statutory or non-statutory process as necessary
  • Consider whether the provision will require registration with Ofsted and the associated timelines with this by reviewing the guidance on registering school based provision and Ofsted or childminder agency registration
  • Develop a curriculum and purchase resources
  • Recruit and train early years practitioners to deliver an ambitious inclusive curriculum
  • Create or update policies including safeguarding and health and safety
  • Advertise places to families
  • Review and refine the curriculum regularly

Financial planning

The governing body or trust board should consider a holistic approach to deliver an operational space ready for teaching children and satisfy itself that the project is affordable and viable in the long term.

The governing body should undertake a stress test of the business case, demand, budget and timelines, assessing affordability if risks should materialise and apply optimism bias to critically analyse the investment proposed.

School leaders, governors and trustees should regularly review the business case in the early start-up phase and at regular intervals, to satisfy themselves that the financial objectives are still met as a standalone offering, and risk mitigation is still valid, adjusting where needed.

Consider such areas as:

  • how many places you can offer based on the available space
  • the higher initial start-up costs
  • the certainty of demand in the local area
  • short- and longer-term cash flow management
  • revenue generation, including through the early education and childcare entitlements and any requirements set by the local authority
  • fluctuations in staffing costs
  • staff continuous professional development
  • on-going marketing and communications
  • maintenance costs and life cycle replacement costs

The Early years pupil premium (EYPP) and Disability access fund are 2 potential sources of support for providers that have, or could have, eligible children benefiting from early education entitlements.

More information and resources can be found at School and academy financial management and assurance. Childcare Works also offers resources and training at HUB Early Years.

Early years entitlement funding

The early education and childcare entitlements could act as a significant source of income for your new provision and you can speak to your local authority early years team about how to receive the funding to offer the hours.

While the early education and childcare statutory guidance is for local authorities, SBNs considering offering entitlement places may find it useful to review. The guidance will help them understand the requirements and expectations that local authorities are likely to impose upon them through the agreements they must sign to receive the funding.

The entitlements available include:

It is important to note that these entitlements are funded for 38 weeks a year (‘term-time’), although providers can choose to ‘stretch’ the hours, so parents take fewer hours over more weeks per year.

Working with local authorities for families in disadvantaged areas and those with SEND

It is important that SBNs work with local authorities to make sure that those children whose outcomes would benefit most from early education are able to access a place.

This should include ensuring places are available for low-income households, vulnerable children and those with SEND, particularly children eligible for the:

You should work closely with your local authority’s early help service and local best start family hubs to engage these families and understand how your provision may be able to support them.

You may find it helpful to review and understand the additional early years funding available to help you support the inclusion of disadvantaged children and children with SEND.

You may also want to familiarise yourself with the:

In April 2025, the EYPP rate increased by 45% as part of the government’s strategy to give every child the best start in life. You can find information on the full range of childcare support available for parents on the best start in life website.

For children with more complex needs and those with an education, health and care plan, funding is available via the high-needs block of the dedicated schools grant (DSG). Local authorities are required to establish and distribute a SEN inclusion fund (SENIF) to support children with low and emerging needs taking up the entitlements.

Disability access funding is designed to support disabled children’s access to the entitlements. DfE will increase the funding available to providers to support children with SEND and make improvements to the way funding is allocated as part of wider reforms to the SEND system.

For the 2026 to 2027 financial year, this additional funding will be for local authorities to distribute to settings alongside their existing SENIF. This will help fund extra resources for providers to invest in inclusion and early intervention and prevent the escalation of needs at a time when additional support can have the biggest impact in a child’s development.

Further detail on additional funding to support inclusion as announced in the Giving every child the best start in life policy paper will follow in autumn 2025.

Schools suitable for an SBN

Need for additional early education places

You should be confident there is, or will be, a need for additional early education places in the local area, including sufficient places for children with SEND. While you may receive direct requests from families, it is essential to confirm this with the local authority, which has a legal duty to secure sufficient early education places. Local authorities collaborate with schools and other providers to encourage expansion to meet forecasted demand.

School leaders or responsible bodies should also be aware of the Early education and childcare entitlements available to families, which may lead to increased demand in your local area, alongside DfE’s priority for increasing numbers of children to reach good levels of development (GLD). This is a crucial component of the best start in life pillar of the opportunity mission.

Local authorities also receive data from the DfE on households that may be eligible for the 15 hours early education entitlement for families with 2-year olds receiving additional forms of support (FRAs). This is an additional source of information that may help to identify demand from families with children that stand to benefit the most from early education.

Suitable space for SBN provision

To identify a suitable space on the school premises for an SBN, the following elements should be considered.  

Consideration Explanation
Assess existing space Check if there is surplus space within the school that is appropriately located for a nursery and consider the use of outdoor space. Evaluate if this space can be adapted to meet the needs of an SBN and children with SEND, and if spaces adhere to EYFS requirements. Ensure the space has sufficient capacity to make it financially sustainable long-term.
Conduct a scoping exercise Identify if any existing spaces can be consolidated to create the required space for an SBN, while maintaining resilience for future pupil intake.
Evaluate condition and value for money Consider the condition of existing spaces and buildings, and whether refurbishing them represents good value for money for long-term use. Refer to Good estate management for schools and School estate management standards for further guidance.
Consider adaptations, extensions or new buildings If no suitable existing space is found, consider remodelling, reconfiguring existing classroom arrangements or potentially extending current buildings before considering using available land for a standalone building as part of a phased site masterplan. Consider the costs of these options and the potential impact of reducing overall learning space.
Consider the impact on school travel arrangements Increasing places at the school could increase the need for drop-off and pick-up arrangements and impact the school travel plan. Consider whether your school can promote active travel modes such as walking, cycling or scooting.
Consider strategic positioning Ensure the SBN placement enhances resource efficiency by sharing existing school facilities such as the main visitor entrance, administration offices, kitchen catering facilities, staffroom, library, hall, sensory rooms and outdoor learning resources. The SBN placement should also facilitate appropriate connections with other children and staff. Zoning of building systems should be considered to allow for after-hours use, energy efficiency, safeguarding and security measures.
Align with school development plan and estate strategy Ensure that plans to open or expand SBN provision complement your school development plan. Consider competing priorities for using the space, such as breakfast clubs, ensuring decisions support the best long-term use of the school’s assets for the benefit of both children and staff, and the educational and operational objectives.

Site planning recommendations

It is recommended that an SBN should:

  • be located at ground floor level with direct level access to a dedicated enclosed outdoor play area and near to other learning opportunities offered by the whole school (for example, horticulture and habitat area) to support the delivery of the EYFS curriculum
  • be adjacent to or near reception classroom(s) if possible, offering good visibility for parents and carers, and clear sightlines to enable staff to observe activity both indoors and outdoors, without actively supervising (for example, being able to see when a visitor arrives, if a child or family member needs assistance or if an unknown person is loitering)
  • have independent access from the main school building to facilitate drop-off and pick-up
  • if possible, be near to the school’s main reception area to enable use of shared visitor, administrative and support facilities (for nurseries located some distance away from the main reception or delivered by a PVI or childminders, a dedicated nursery entrance with a secure route to the nursery may be needed)
  • be near to school facilities

Summary: school suitability for an SBN

As outlined in the introduction section, determine the most suitable delivery model for your SBN, the age group your SBN will cater to and whether it will offer wraparound care or holiday provision.

Consult with your local authority to identify whether there is a need for additional early education places in your area and there is no competing alternative need for the space.

Identify whether there is any suitable space within your school buildings, including whether any existing spaces could be consolidated. Consider the condition of this space. Alternatively, consider adaptations, reconfiguration, extensions or a new building as part of a phased site masterplan.  

Ensure alignment with your school development plan and estate strategy.

High-quality learning environments

Nursery arrivals and entrance

SBNs should have a safe and welcoming arrival route. Pedestrian routes should be well lit and kept separate from vehicles. Access to the nursery should align with wider school site security arrangements to consider arrivals and departures throughout the school day for parents and carers, children and visitors.

The entrance area of the SBN, as the first place of contact for children, parents and carers, should be welcoming and well presented, with clear signage. Consider the following practical aspects to ensure accessibility, safety and efficiency. The following are options for consideration, not an exhaustive list of essential criteria.

Consideration Explanation
Step-free access Consider step-free pedestrian access with external lighting from the street to the nursery entrance, suitable for wheelchair users, parents and carers with double buggies, and children on scooters or bicycles.
Entrance path widths Design entrance paths to accommodate concurrent users. Consider timetabling staggered arrivals to help reduce congestion.
Controlled access Consider controlled access (with intercom) throughout the school day between the nursery and the wider school, including any on-site wraparound provision. Consider daytime drop-off, collection and extended hours.
Drop-off and waiting area Create a child drop-off and collection area outside the nursery entrance, classroom or play area with seating. External arrivals should be segregated from vehicles.
Covered storage Provide secure, lit, covered storage for buggies, balance bicycles and scooters close to the nursery entrance.
Accessible security gates and doors Ensure security gates and entrance doors are suitably sized and accessible for wheelchair users, equipment and buggies.
Parking and drop-off provision Provide accessible parking and drop-off areas for those with additional needs. Parking for nursery staff should comply with local planning authority requirements and a green travel plan should be developed.
Deliveries Consider sharing delivery arrangements with the main school.
Recycling and refuse Decide whether recycling and refuse storage and collection will be shared with the main school or kept separate.

Indoor learning environment

You must adhere to the indoor space requirements outlined in the EYFS statutory framework.

Age range Base space requirement
Children under 2 years 3.5m² per child
2-year-olds 2.5m² per child
Children aged 3- to 5-years-old 2.3m² per child

‘Base space requirement’ is the minimum usable room area used by children for play and learning, excluding support spaces.

For example:

  • 26 pre-school children (3 to 4 years) would need a minimum usable area of 60m²
  • 26 toddlers (2 to 3 years) would need a minimum usable area of 65m²

Where possible, it is recommended that the number of children in the baby room (children under 2 years old) does not exceed 12 children.

The nursery classroom and its associated spaces should be inclusive for all users. There should be a separate baby room for children under the age of 2. Providers must ensure that children in a baby room have contact with older children and are moved into the older age group when appropriate.

When separate rooms are provided, ensure staffing levels and supervision meet the legal minimum requirements as outlined in the EYFS statutory framework. Good visibility between spaces for supervision is recommended and can be achieved through open-plan arrangements, low level furniture and the use of glazed screens in partitions and doors.

Nursery playroom or classroom

The main area should permit a range of layout options, introducing the flexibility to accommodate mealtimes, and age-appropriate activities that facilitate the delivery of the early education curriculum. Examples include a:

  • reading corner, suitable for individual and shared reading
  • cosy area (a quiet, calming area where children can relax and children with SEND can feel safe)
  • storytelling area (sized for whole or part class)
  • role play area (for example, play kitchen, shop and dressing up)
  • music area
  • creative area (for example, arts and craft stations, painting, messy play and clay work)
  • sand and water play with access to a sink
  • construction area
  • small world area (for example, farm, zoo animals and toy dinosaurs)

Suitable, safe sleeping provision should be provided for children under 3 years of age, for example, a dedicated quiet area with dimmable lighting and anti-ligature blinds.

Consideration must be given to ensure children, especially those under 2 years of age, are kept away from heated surfaces, such as underfloor heating and radiators, when they are sleeping. Raised cots could be used, for example, to prevent children overheating. See EYFS statutory framework and Reduce the risk of sudden infant death syndrome (SIDS) for guidance on good sleeping practices.

You should also provide a private or semi-enclosed space with direct access to nappy changing facilities for children wearing nappies and children who are toilet training.

Consider the layout of the room, as children must usually be within sight and hearing of staff. When children are eating, they must always be within sight and hearing.

Classrooms should include high- and low-level sinks with fresh drinking water and a variety of storage solutions – for example trays and under-bench, wall-mounted and moveable units for toys and learning resources. Fixed solutions can offer higher levels of storage while non-fixed solutions provide flexibility.

You will also need to consider where children will eat and how they will be served. You could provide a dining area with low-level tables and chairs for all children taking nursery meals in the nursery area or consider sharing facilities elsewhere in the school. Or you could consider how to use the main area for mealtimes by reconfiguring the space and bringing out tables and chairs.

Where possible, designate a separate room for individual and small group activities. Consider the provision of glazed screens for supervision and direct access from the playroom. This space can also serve as a quiet room or sensory room.

Provide direct access from the play space to a dedicated, covered outdoor area to facilitate seamless indoor-outdoor learning experiences.

Supplementary spaces

To create a more supportive, inclusive and versatile learning environment for all children, consider a space for children to relax and collect their thoughts away from others to support emotional regulation and undertake individual or small group activities. You could also equip a sensory room for light and sound play and therapy, which can be used with all children and may be especially supportive for children with SEND.

Toilets and changing areas

Children’s toilets and changing areas are important for a child’s development and early education experience. They should be welcoming, hygienic and easily supervised. Children’s privacy must be considered and balanced with safeguarding and support needs. Standards for school premises guidance and the EYFS statutory framework detail requirements and considerations, including:

  • easily supervised toilets located directly off the nursery playroom(s) or baby room(s) with easy access from outdoor play areas (safeguarding requirements must be maintained at all times)
  • age-appropriate low-level toilet seats and wash hand basins with a ratio of 1 per 10 pupils or part thereof (low-level cubicles should provide pupil privacy and be easily accessible)
  • hand-drying options such as paper towels or automatic hand dryers (noting that some young children may dislike the noise of automatic hand dryers)
  • mixer taps that are easy to use, with low-temperature fittings and with concealed pipework that is easily accessible for maintenance
  • hygienic changing facilities directly accessible from the nursery playroom or baby room (this could be a dedicated space with privacy screening located off another space, such as pupil toilets)
  • a dedicated staff handwash sink and child sink, changing table with steps, storage and nappy waste bins
  • if potty training is undertaken, a hygienic means of waste disposal and potty cleaning (a hand wash sink should not be used)

To ensure that the nursery environment is safe, hygienic and supportive of both children and staff needs, the following elements should be considered.  

Consideration Explanation
SEND Some children with special needs and developmental delays may need to wear nappies longer than their peers, so it’s important to have a discrete changing facility directly accessible from the classroom. This ensures the child’s dignity is maintained. You should provide a private area rather than just a changing table in the pupil toilets without a screen.
Nursery hygiene room A space directly accessible off the nursery play room or toilets, allowing staff to assist a child with SEND or additional toileting needs. Features should include a low-height child toilet, low-height enlarged cubicle (permitting staff assistance), dedicated child and staff hand wash sinks, changing table with steps, storage and waste bins.
Staff toilets For minimum ratios, refer to Workplace (Health, Safety, and Welfare Regulations) 1992. Consider if some of these could be shared with the main school, noting the impact on nursery supervision if not easily accessible from the nursery area. Access to an accessible toilet is also required.
Laundry room A small laundry room for nurseries with younger children and those with SEND, including a washer, dryer, hand wash sink and storage for clean laundry.

Additional spaces

Suitable places for coats and bags, food, and materials storage are essential for the everyday life of the nursery. From personalised pegs to the preparation of nutritious snacks and the safe storage of specific food or medical requirements, these spaces play an important role. The location and arrangement of these ancillary spaces are important for the smooth operation of the nursery, the sequence of activities and the ease of transition between inside and outside space.

The following areas should be considered.

Area Explanation
Cloakroom Provide space for coat pegs or hooks, shoe racks and benches or cubbies for bags and other personal belongings. This space can act as a draught lobby to the outside if provided as a separate room.
Classroom storage Include a bay or room and cupboards for storing play equipment and materials.
Kitchenette or bay Provide space for preparation of drinks and snacks that is lockable and not accessible to children. Features should include a sink with drainer, hand wash sink (for food prep), hot water boiler, suitable sterilisation equipment for baby food, fridge, dishwasher (washer and dryer if no separate laundry room), storage, space for waste bin and a magnetic whiteboard to post food requirements and allergen information.
Office space Provide space for staff for desk-based work and informal meetings, storage for some staff personal and teaching resources and a lockable cabinet for medicine. This could be a shared space with the rest of the school.

Shared spaces

For nursery provision run by a school, there is an opportunity to share existing facilities, subject to safeguarding, staffing levels, capacity and ease of access from the nursery. This approach can maximise the use of existing assets, reduce operation and maintenance costs, and enhance interaction between the nursery and the rest of the school. However, nurseries operated by PVIs or childminders should have separate facilities to maintain school security and safeguarding.

The following key facilities should be considered for sharing.

Key facility Explanation
Staff room A space for staff to work, meet, socialise and prepare lessons with access to a kitchenette.
Accessible toilet At least one accessible (disabled) toilet should be available for the nursery for use by staff and disabled pupils, with easy and direct access from the nursery playroom. Visitors will also require access to an accessible toilet.
Meeting or interview room For staff to hold confidential meetings with parents, carers and visitors, located in a secure but accessible area, not within the innermost secure zones of the school, ideally adjacent to the main entrance or reception.
First-aid post (sick bay) A bay or room for children who are feeling unwell, may need initial treatment or for them to wait for parents and carers to collect. Located to enable supervision with access to a toilet and sink. You may also want to designate an area for staff who require first aid.
Reception or office with lobbied entrance Shared facilities with the main school reception. Including use of the same phone system, wi-fi facilities and security camera monitoring systems.
SEND facilities Shared access to a sensory room or other calming space, easily accessible from the playroom.
Reprographics room Access to reprographics facilities for copying and printing.
Kitchen The main kitchen for the preparation of nutritional hot and cold meals in line with early years foundation stage nutrition. Existing catering facilities onsite may be used, subject to spare capacity and the capability to tailor meal planning for nursery children. Operation outside of standard school hours may be required. Where provided, dedicated kitchens should include a dry store and facilities to meet catering needs (for example, a double oven, 5- or 6-ring hob, extractor, double kitchen sink, hand wash sink, fridge, freezer, dishwasher, worktop space for small kitchen appliances and preparation, storage, white board for allergy information and good accessibility for deliveries). Catering staff toilet and changing provision and a space for admin should also be considered.
Hall Access to the main school hall and dining hall can be beneficial, providing an option for physical activity during inclement weather and dining for 3- to 4-year-olds.
Cleaner’s store With a cleaner’s sink (hot and cold water) within easy access.
Plant rooms or server hub rooms Shared access to these facilities, where practical.

For nurseries operated by PVIs or childminders, you may need to consider separate reception, office, kitchen, hygiene and first-aid facilities to maintain school security and safeguarding requirements.

Finishes, furniture and technology

Finishes, furniture, fittings, equipment and technology are essential for supporting a range of learning activities and providing a high-quality environment in the nursery. These elements should be robust, durable and safe for young children and adults, contributing to the overall look and feel of the nursery, and they should be easy to use, clean and maintain.

The DfE construction framework 2021 outlines the finishes, furniture, fittings, equipment and technology that should feature in the design and construction of school premises. Whether a school, PVI or childminder is operating the nursery, if the space is on a school site, it is recommended that technical professionals involved in the design and construction consult the relevant technical standards.

The following elements should be considered.

Consideration Explanation
External fabric (outside play) Ensure external finishes, windows with restrictors and doorsets are robust and safe for young children. Ensure opening windows and door swings do not present a collision hazard and are provided with appropriate guarding, this may be achieved through planting, window restrictors and guard rails.
Floor, wall and ceiling finishes (inside the nursery) These should be suitable for the intended use, easily cleaned, slip resistant and robust. You should consider flooring that reduces noise in areas of high activity, especially when specifying hard surfaces.
Doors and ironmongery Ensure doorsets including ironmongery are suitably robust with anti-finger trap hinges and fittings and appropriate to use including for both security and escape. Provide high-level handles or other access control to prevent easy opening by small children and, where appropriate, glazed screens and side screens for safeguarding and cross-room supervision. This may include doors with large, glazed screens into cloakrooms, pupil toilets, group rooms and manifestation at low levels where privacy screening is required.
Furniture Furniture should be robust, durable and easy to maintain, tested to appropriate standards (BS/BS EN/ISO or other recognised equivalents) with a minimum 10-year life expectancy. It should be size and age-appropriate, legally and sustainably sourced (such as FSC or PESC certified) and recyclable (for example, sustainably sourced timber rather than plastic). Manufacturers should have BS EN ISO 14001 accreditation. Employers requirements part B provides further information.
Network infrastructure Ensure fixed and wi-fi network infrastructure supports required technology – for example, access control, telephony, CCTV, AV and access to management information system (MIS).
System integration and security Where external providers and systems are required, sufficient segregation between the provider and school systems is required to reduce any possible cyber infection or attack. Technologies, such as wi-fi, should be configured in partnership with the school technical team, so as not to interfere with existing systems.
Signage Include wayfinding graphics, fire escape signs and nursery and room signage.

Outdoor learning environment

The EYFS statutory framework requires SBNs to provide children with access to an outdoor play area. If this is not possible, outdoor activities must be planned and taken daily, ensuring non-discriminatory provision under the Equality Act 2010 to enable participation for all.

The following table sets out non-statutory outdoor area guidelines that DfE has established for nursery children (age 3 or 4) in mainstream schools in building bulletin 103 (BB103). This accounts for possible dedicated outdoor space for early years (nursery and reception children) including some sheltered space.

BB103 acknowledges that ‘some schools will be on restricted sites and will not have enough outdoor space to meet requirements on site. In these situations, pupils will need to be provided with access to suitable off-site provision. On restricted sites, where space will be at a premium, a flexible approach to the site area and the management of the use of that area will be needed’.

Area type Minimum space recommendation
Hard informal and social area (hard play area) 1m² per child
Soft informal and social area (soft play area) 2m² per child
Combined minimum net area 5m² per child, including a 2m² float

For example, for a nursery with a capacity of 26 full time equivalent places, the recommended minimum net outdoor play area is 130m² of which a minimum 26m² is hard play area and a minimum 52m² is soft play area.

The remaining 52m² can be made up of a combination of these or other usable play space. Areas such as footpaths, roads, parking, refuse and storage are excluded from this area.

The following elements should be considered when designing the outdoor learning environment.

Consideration Explanation
Safety and inclusivity Design all outdoor and indoor spaces to be safe, varied and inclusive, with level access from internal to external areas and adequate space for children with mobility needs. Use low-level fencing with hedge planting or living willow fencing to help define play areas within the secure line of the school. Separate play spaces for different age groups are recommended to accommodate varying activities. Ensure there is sufficient external lighting, secure storage, access to taps and any power supplies have an anti-tamper lockable cover.
Multiple surfaces Outdoor play areas should prioritise natural materials, such as mulch or wood chips in natural areas or, for high-traffic areas and safety surfacing, choose grass mat safety surfacing. Hard surfaces, such as tarmac, can be used for tracks and games areas. Consider safety surfacing and materials where possible.
Covered play space Provide a covered play space to maximise safe, accessible outdoor play throughout the year. Ideally, the canopy should be adjacent to the nursery class to extend the learning experience and facilitate free flow and independent play. The canopy should have an area of 0.5m² per full-time equivalent (FTE) early education pupil place and be at least 2.4m wide with external lighting. For a 26 FTE place nursery, this would be a minimum 13m² canopy (for example, 2.4m x 5.5m). Canopies should not unduly impact daylighting to internal spaces, be transparent, resistant to UV degradation, thermal creep, and sun bleaching, provide UV and weather protection, and not be easy to climb.
Nature-based play Integrate nature-based play to support educational and biodiversity opportunities by creating opportunities for interaction with nature: trees for shade and cooling, rain gardens and rain planters to reduce flood risk and quiet areas with diverse planting to create a multi-sensory learning experiences. Consider a growing area, such as raised planters, for a kitchen garden and a nature exploration area, such as a wormery, bug hotel, willow tunnels and native tree and shrub planting.
Provide access to wildlife Consider features like hedgerows, willow tunnels or rooms, bug and hedgehog hotels, bird and bat boxes and climbing plants to create green walls and fences.
Supporting children’s physical development A playground area may include soft landscape or apparatus that helps physical development, including core strength, stability, balance, spatial awareness, co-ordination and agility. Consider incorporating a hard play area with line markings for games, running and other physical activities and a play track designed for bicycles, scooters and children’s buggies.
Supporting children’s imaginative play Consider features like a water play area near access to an outdoor tap with anti-tamper and freeze protection cover for water play, a role play area for imaginative play, a storytelling or reading area, such as a willow dome or mini amphitheatre, a sandpit that can be covered when not in use, a mud kitchen with access to handwashing facilities and a sensory area that engages the senses through light, sound, touch and smell.

Technical requirements

All works undertaken must comply with statutory and regulatory requirements, including but not limited to:

  • The Building Regulations 2010
  • The Workplace (Health, Safety and Welfare) Regulations 1992
  • The School Premises (England) Regulations 2012
  • The Education (Independent School Standards) (England) Regulations 2010

You should conduct your own condition and compliance checks as part of your estate management responsibilities and should consider updating your insurance policies accordingly. The following are key elements for consideration.

Key element Explanation
Fire safety Adhere to all relevant fire safety regulations to ensure safe exit from the building in the event of a fire. Works to the nursery must not compromise the fire safety of the existing school and should form one coherent escape strategy. Ensure a coordinated fire alarm system with the main site-wide system, in line with regulations and the fire strategy. Review your fire safety plan (fire safety risk assessment) and fire strategy.
Acoustics Ensure acoustics are suitable for the activities that normally take place to assist children with speech, language, and staff development and interactions with other children and staff.
Lighting Optimise windows for good-quality daylight and views out with visual sightlines for young children. Mitigate excessive solar heat gain and glare, maintaining a comfortable environment for young children and staff. Where blinds are used, these must be anti-ligature and should not conflict with opening windows or other ventilation. Design artificial lighting to avoid glare for young children at floor level, minimise energy usage for example efficient fittings, daylight sensors and have user-friendly controls.
Ventilation, thermal comfort and indoor air quality Ensure suitable heating (for example, low-surface temperature radiators or underfloor heating), avoidance of draughts and a fresh air supply.
Power provision Ensure adequate power provision for equipment within the classroom or playroom and to permit flexible room layouts (for example, dado trunking).
Water supply Provide hot, cold and potable drinking water.
Drainage Integrate with existing drainage systems in the building.
Building fabric Ensure good design life, robustness, fitness for purpose and thermal performance.
Maintenance and cleaning Ensure safe access for maintenance and cleaning.
Health and safety requirements Adhere to all relevant health and safety requirements for schools.
Play equipment Ensure play equipment is certified safe by a registered playground safety inspector (RoSPA).
Energy efficiency and environmental sustainability Consider rainwater collection and sustainable drainage systems, water and energy efficient sanitaryware, plumbing, appliances, ventilation and heating systems, sustainable sourcing and embodied or whole-life carbon emissions.

Premises requirements and technical guidance:

Building bulletins:

Health and safety:

Procurement and technical advice

You could consider contracting a technical advisor to provide specialised expertise and support. When doing so, it’s crucial to ensure that the fees charged represent good value for money. ‘No-win-no-fee’ arrangements do not necessarily offer good value for money. You should thoroughly evaluate the advisor’s qualifications, experience and the scope of services provided to ensure they meet your needs effectively and efficiently.

DfE’s Buying for schools: get free help from procurement specialists service offers free support to all state-funded schools in England. These specialists provide advice and guidance to ensure compliant purchasing, review procurement documents and assist with framework agreements. For complex or high-value procurements, they offer additional help, including running the procurement process. Schools can request support through the service, which aims to save time and money while ensuring compliance. This support is only available for goods and services. It is not currently available for capital procurement.

Summary: high-quality learning environments

Ensure nursery arrivals and entrances are safe, accessible and welcoming with well-lit, step-free pedestrian routes, clear signage and controlled access. Consider providing designated drop-off areas, secure storage for buggies and scooters, and accessible parking.

Ensure indoor learning environments meet EYFS space requirements, with separate rooms for different age groups and inclusive, flexible spaces for various activities. Provide good visibility for supervision, safe sleeping areas and direct access to outdoor play areas. Children’s toilets and changing areas should be welcoming, hygienic and easily supervised, balancing privacy with safeguarding needs. Consider sharing key facilities with the rest of the school, such as staff rooms, accessible toilets, meeting rooms, first-aid posts, kitchens and halls. For partnerships with PVIs or childminders, separate facilities are recommended to ensure security.

Nurseries must provide access to outdoor play areas or plan daily outdoor activities, ensuring inclusivity. Design safe, varied and inclusive spaces with natural materials, covered play areas and nature-based play to support physical and imaginative development.

All works must comply with statutory and regulatory requirements, including Building Regulations and health and safety standards. Key considerations include fire safety, acoustics, lighting, ventilation, power, water supply, drainage, building fabric, maintenance and energy efficiency. Contracting a technical advisor or using the DfE’s procurement support can ensure projects that are compliant and good value for money.

Permissions needed to open or expand SBN provision

Securing the necessary permissions, including significant change and land transactions processes, are essential steps for schools planning to open or expand an SBN. Below are some key points to consider. This is not an exhaustive list.

Local authorities

Local authorities have a legal duty to secure sufficient early education places, including for children with SEND, for working parents and carers, as far as reasonably practicable (section 6-7 of the Childcare Act 2006).

Within section 6, a local authority must have regard to any guidance given from time to time by the Secretary of State. The early education and childcare statutory guidance for local authorities, Part B, highlights that local authorities are required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare and make this report available and accessible to parents and carers.

This includes a specific reference to how local authorities are ensuring there is sufficient childcare available to meet the needs of:

  • children with SEND
  • children from families in receipt of the childcare element of Working Tax Credit or Universal Credit
  • children with parents and carers who work irregular hours
  • children taking up free early education and childcare places
  • school-age children
  • children needing holiday care

Local authorities are also required to secure the provision of the free early education entitlements in accordance with regulations made by the Secretary of State (section 2 of the Childcare Act 2016). The early education and childcare statutory guidance sets out what local authorities must do as required by legislation and what they should do to meet their statutory responsibilities regarding the early education and childcare entitlements.

Early education and childcare statutory guidance places an expectation on local authorities to ‘identify and remove barriers that prevent existing providers from expanding their provision and new providers from entering the local childcare market if needed’. They play an important role in assessing overall market stability and determining suitability of SBN provision.

It is crucial to have the local authority’s agreement in opening or expanding an SBN to ensure a balanced and sustainable approach to nursery provision. To consider whether surplus space may be required for other longer-term priorities, you should consult with your local authority early years lead and pupil place planning lead. For example, they could advise on whether opening an SBN for 3- and 4-year-olds could lead to unintended consequences, which could create a sufficiency issue.

Published admissions number (PAN)

As part of determining their admission arrangements, all admission authorities must set a published admission Number (PAN) for each relevant age group. This is the number of pupils a school intends to admit to their normal year of admission. A PAN does not apply to early years settings and the relevant age group is usually Reception in primary school and year 7 in secondary school, but can also be year 3, year 9 and year 12, or in any other year group for which children are annually admitted to the school. Subject to very limited exceptions, a school may not refuse to admit a pupil if they have not reached their PAN.

If, to accommodate an SBN, a school needs to reduce their PAN, it must ordinarily consult in accordance with paragraphs 1.45 to 1.48 of the School admissions code. Where timings mean this is not possible, the school may be able to propose a variation (determined by the schools adjudicator in the case of maintained schools and the Secretary of State in the case of academies). See paragraphs 3.6 and 3.7 of the code for further information about variations. Information on how to apply for a variation is available at School admission arrangements. 

Making a significant change

Where necessary, schools may need to apply to make significant changes, such as increasing physical capacity and changing the age range to add a new nursery or expand provision of an existing nursery (a full list of changes can be found in the guidance below). This involves submitting plans and justifications to the relevant authorities, which depends on the school type. The submitted applications are assessed by the relevant authorities, which may include local authorities, dioceses (for faith schools) and DfE. For more information, refer to:

Any changes made to the age range of a school must also be updated on Get information about schools (GIAS).

For academies applying for the School-based Nursery Capital Grant 2025 to 2026, we have consolidated the requirement to apply to DfE for approval to make a significant change relating to a new or expanded nursery with the capital bidding process.

In these cases, the significant change will be assessed alongside the capital bid. Refer to the School-based Nursery Capital Grant 2025 to 2026 guidance for further information.

Some changes that fall ‘below threshold’ – that is, they do not require a significant change application – may still require the academy’s funding agreement (or supplementary funding agreement) to be updated (refer to the ‘Below threshold changes of significant change’ guidance).

For academies, if the nursery is to be run by a PVI, a significant change is not required. If the nursery is to be run directly by the school or trust or through a subsidiary company, a significant change is required.

Significant changes (prescribed alterations) to maintained schools

To support the government’s commitment to create and expand school-based nurseries across England, there is no longer a requirement for local authorities and governing bodies to follow the statutory prescribed alterations (‘change of age range’) process when they want to make changes to a school’s age range to add, remove or change existing nursery provision.

Changes to age range may mean that the provision is required to register with Ofsted.

We expect local authorities and governing bodies to have regard to ‘Changes that can be made outside of the statutory process’ in the guidance on Making significant changes (‘prescribed alterations’) to maintained schools, including ensuring an open and fair consultation.

If the changes to nursery provision result in another prescribed alteration (other than an age range change), the statutory process will still need to be followed.

Land transactions

Schools will need to review the terms on which they occupy land, including the requirements of any lease or other land agreement to understand their rights and the obligations required to carry out works, make alterations, change the use or dispose of part of their premises.

Where necessary, schools must engage with their direct landlord and freehold landowner to obtain consents for any changes in land use, disposal of land or property or proposed alterations. This is crucial for ensuring compliance with legal, contractual and regulatory requirements. In faith schools, roles such as the landowner might overlap with diocesan responsibilities, making it essential to engage with both the diocese and the landowning trustees.

Schools should also be aware of the need to engage the Secretary of State for Education when making changes to land. To streamline land transactions that require consent from the Secretary of State, DfE has published a new general consent order providing blanket consent for many land transactions that relate to early education. Guidance can be found at Submit a school land transaction proposal.

For land transactions that are not covered by the general consent order, engagement with the Secretary of State for Education will still be required. However, DfE will also put in place new internal measures to streamline these decisions where they relate to early education, meaning that all land transactions decisions should be made more quickly than previously. Guidance on these procedures is also available at Submit a school land transaction proposal. If provision is located on a site that does not meet the definition of ‘school buildings’ (read with the connected definition of ‘premises’) as set out in Section 579(1) of the Education Act 1996, the provision will require registration with Ofsted.

Planning permission and building regulations

Schools may need to obtain planning permission from the local planning authority or Historic England for significant building works, intensification or changes to the use of land or if a different provider will operate the nursery. This ensures that the proposed changes comply with national and local planning policies and guidance.

Compliance with the building regulations such as fire and electrical safety, ventilation and sanitation is essential for any construction or alteration work. Building inspectors control activities to ensure that buildings are safe, accessible and energy efficient.

Schools must also ensure that all capital works comply with environmental and safety regulations. This may involve obtaining specific consents or approvals related to environmental impact, building safety and accessibility. For example, schools may need to obtain permissions from the local planning authority, especially if the capital works involve protected areas, such as trees under a tree preservation order (TPO).

Public authorities have a duty to conserve and enhance biodiversity. Opportunities should be undertaken to enhance and conserve wildlife habitats and biodiversity, promote environmental sustainability and integrate these into the nursery curriculum and provision. Local authorities can provide guidance and permissions related to these aspects.

Faith schools

Faith schools require additional permissions from the diocese or religious authority, which often represent the charitable trustees holding the freehold. The diocese or authority co-ordinates with trustees to ensure compliance with trust deeds and charity law.

Multi-academy trusts

A multi-academy trust’s (MAT) board of trustees must approve plans for opening or expanding an SBN. This includes ensuring that the proposed changes align with the trust’s strategic objectives and comply with legal and regulatory requirements. MATs need to work closely with local authorities to ensure that the new or expanded nursery provision meets local needs and does not destabilise the local childcare market.

Ofsted or childminder agency registration

Ofsted guidance on Registering and inspecting school-based provision was updated on 10 September 2025. Those applying for the School-based Nursery Capital Grant 2025 to 2026 should read the latest version to ensure they understand the full registration requirements before submitting their application.

You must determine whether your new nursery provision:

  • requires registration with Ofsted on the early years register or with a childminder agency
  • requires an update to your existing early years registration
  • is exempt from early years registration requirements

This depends on your delivery model, the ages of children you plan to serve, where your provision is located and whether you are working with external providers[footnote 1].

Examples include:

  • schools (including governor-led SBNs) can offer early education to children aged 2 and over under their existing school registration, provided they meet the requirements of section 34(2) of the Childcare Act 2006
  • primary-phase schools and maintained nursery schools offering provision for children under 2 must register separately with Ofsted on the early years register
  • PVI nurseries operating on school premises must register separately with Ofsted, as they are inspected independently from the school
  • childminders must register their provision with either Ofsted or a childminder agency [footnote 2] – (refer to the list of childminder agencies)

Any provision that is exempt from early years registration by virtue of section 34(2) of the Childcare Act 2006 must still comply with the EYFS.

Provision registered on the early years register will be subject to an inspection by Ofsted. Refer to Ofsted’s registering school-based childcare provision and registration exemptions guidance. For further support, contact your local authority.

The average registration timescale for early years provision registering with Ofsted is 12 weeks. This is an average and can sometimes take more or less time. We recommend you familiarise yourself with this process early on, so you are aware of what you’ll be required to have in place prior to applying for the School-based Nursery Capital Grant 2025 to 2026.

Ofsted’s application review guidance sets out what to expect after schools have submitted their application form. This includes information about the registration visit. During the visit, the inspector will assess whether the premises are safe, suitable and ready to provide childcare.

While all building work must be fully completed before the registration visit takes place, schools can begin the application process and submit their application to register in advance. Once you have applied and the checks are complete, Ofsted will contact you to arrange a visit. If the building work is not complete at the time of the visit, and this is not for an unexpected reason, Ofsted will refuse the application.

In rare cases where the building work is delayed, schools may be able to contact Ofsted to request a short delay to their visit. Requests should be made to Ofsted at the earliest opportunity. This should be in writing from the school’s registered email address. Ofsted will consider each case separately and on its own merits, in line with the application review guidance.

If a school plans to establish an SBN within a building on their school site, and in particular a building that is not currently used for educational purposes, it should check that this building meets the definition of ‘school buildings’ (read with the connected definition of ‘premises’) as set out in Section 579(1) of the Education Act 1996.

Schools should be aware that nursery provision utilising buildings on their school site that are not classed as ‘school buildings’ will be considered as separate provision by Ofsted regardless of the age range it caters for.

Schools that apply for funding through the School-based Nursery Capital Grant 2025 to 2026 must note that they are not automatically guaranteed approval for Ofsted registration.

Support in registration

Local authorities are expected to understand all the documentation relating to early years, set out in the early years inspection handbook and the school inspection handbook.

The protocol between Ofsted and local authorities on sharing information about childcare providers sets out the working relationship between Ofsted and local authorities. Local authorities have a statutory duty to provide support on registration requirements and processes.

Refer to the Ofsted: early years blog for further information and support.

Summary: permissions needed to open or expand SBN provision

To open or expand SBN provision, you may need to obtain several permissions. For example, you should ensure you have approval from your governing body, MAT trustees, religious authority (if applicable), local authority and landlord and freehold landowner, where relevant. You may also need to apply for a significant change with DfE, obtain planning permission from the local authority and engage with the Secretary of State for Education if land transactions are not covered by the general consent order.

Construction works will need to comply with the building regulations. Depending on the type of provision, you may also need to register your SBN with Ofsted or with a childminder agency as a separate entity from your school.

Co-location with other providers

Leasing surplus space to PVIs or childminders can be beneficial, providing early education places and additional income for schools. You should be mindful of how long you lease surplus space for and whether you will need this space for other purposes in the future. However, PVIs or childminders may prefer a longer-term lease.

In line with the Ofsted registering school-based provision guidance, where the provider is not the school, it is the provider who needs to register (depending on the age of the children attending) on the early years register, the childcare register or both, if the provision meets the requirements for registration and is not exempt from compulsory registration.

Refer to the Childminders and childcare providers: register with Ofsted guidance for more information, including the childcare register requirements.

The act of granting a lease will create a new registrable interest in the land and will give the tenant a right of exclusive possession for a fixed term of years. Schools will not be able to reoccupy this space until the lease expires, other than by negotiation of an early surrender or if landlord break options are negotiated and agreed at the outset.

Alternatively, a licence of occupation could be granted. This is a more flexible agreement that does not create an interest in the land and can be more easily terminated. A licence grants a licensee a non-exclusive right to use space for specific hours or days and can be used to allow occupation for a period of, for example, up to 12 months. This may be more suitable for temporary users of the space – for example, external wraparound providers or childminders. Be aware that if a licence permits exclusive use of the space, it may be construed as a lease and could grant the occupier additional rights over the property.

In both cases, consult a solicitor to create the legal documentation before formalising any agreement and understand if consents are needed from third parties before entering into a leasing arrangement. For example, the Secretary of State’s consent may be needed before a lease is granted to a PVI provider or childminder. You should agree on the main terms with the other party before hiring a solicitor, this can help to avoid failed agreements and extra legal costs. A heads of terms document will provide summary of the agreed terms for the proposed occupation by a third party. The leasehold and licencing templates in annexes A and B can be used as a basis for negotiation. Once an agreement is reached, the heads of terms should be issued to a solicitor to draft a new lease or licence. In some cases, it will be the freehold landowner that enters into the lease with the third party, and they will need to agree it with the PVI provider or childminder, rather than the school agreeing it.

Be aware that any negotiation by email or written correspondence should always be marked ‘subject to contract’ to ensure that any provisional acceptance of terms does not grant the proposed occupier any rights until the lease or licence is formally agreed, prepared and signed.

Private, voluntary and independent providers (PVIs)

Schools that identify suitable space for new or expanded nursery provision may choose to lease land for a PVI to operate. There are many circumstances where schools leasing surplus space to the PVI sector have been effective. It has resulted in mutual benefits to both parties, providing onsite early education places while delivering an additional income stream for the school. However, these opportunities are heavily reliant on suitable accommodation being in the correct position. 

Childminders

The government introduced new flexibilities for childminders and providers on domestic premises on 1 November 2024. This enables childminders to work more, or exclusively, from non-domestic premises, as well as with more childminders or assistants (up to a maximum of 4 in total). And it enables providers of childcare on domestic premises to work more from non-domestic premises. The Giving every child the best start in life policy paper outlines how childminders can collaborate with schools to provide early years education on school premises.

Childminders may offer more flexibility than other types of childcare provision. It could be mutually beneficial for a childminder or group of childminders to operate from a school site. Childminders will still need to comply with the requirements of the early years foundation stage (EYFS) statutory framework for childminders or the childminder requirements of the general childcare register,depending on the age of the children that they look after.

Summary: co-location with other providers

Leasing to PVIs and childminders can be mutually beneficial, offering childcare and additional income for schools. However, you should consider the future needs of the space before you enter an agreement.

Long leases with PVIs or childminders grant exclusive possession, limiting reoccupation until lease end. Licences offer more flexibility and are easier to terminate, but must be carefully structured to avoid being considered leases.

The heads of terms leasehold and licencing templates in annexes A and B are to aid negotiations.

Workforce

When planning your workforce needs, it’s essential to ensure your setting meets the safeguarding and welfare requirements set out in the EYFS statutory framework, including on staff training, qualifications and ratio requirements – further details follow.

Settings must also provide inclusive environments that meet the needs of all children and have arrangements to support children with SEND in line with EYFS requirements. You will want to determine whether your SBN will operate term-time only or year-round. Additionally, decide on the type of sessions you will offer – fixed hours or flexible, 1 or 2 sessions a day, and whether these will be days of fixed or variable length – as this will impact staffing needs, scheduling and contracts.

If your SBN is part of a maintained school or academy, you will need to follow the terms and conditions set out in the school teachers’ pay and conditions statutory guidance for school leaders and school teachers. Maintained schools will need to follow the National Joint Council for Local Government Services for other staff. If your SBN is a PVI, you are not bound by national pay and conditions and can set your own.

You should also establish your rates and whether you will offer additional hours outside of entitlements, as this can influence staffing levels and financial planning. A nursery should not put conditions on funded hours (for example, allowing parents and carers to access their entitlement only if they agree to take additional paid hours or pay for lunches), but parents and carers should have the opportunity to pay for additional hours or consumables, if this is something your SBN offers. For more information about entitlements, refer to the early education and childcare guidance.

Recruitment is another critical aspect. You should consider when to start recruiting and what additional staff are needed, including roles such as early educators, support staff, specialist staff and administrative personnel.

The Be part of something big campaign website provides valuable information on gaining qualifications and you can use the recruitment resources in your own recruitment activity. The campaign website also directs thousands of potential applicants to Find a job every week, which will ensure they’re seen by a large pool of candidates, and you can advertise your roles there for free.

The Find a job video tutorials show how to create a Find a Job account and post your jobs (make sure you include the term ‘early years’ in your job advert titles and select ‘Education and childcare jobs’ as the job category).

You can also work with your local Jobcentre Plus to support your early years recruitment. They offer free services, such as advertising vacancies and organising recruitment events, helping you to connect with local jobseekers. To find your nearest Jobcentre Plus office, use the Find your nearest Jobcentre Plus tool.

Safeguarding

The EYFS statutory framework sets out the requirements for providers regarding staff suitability, relevant qualifications and training, including the requirement for an enhanced Disclosure and Barring Service (DBS) check.   

Every setting must have a lead practitioner responsible for providing support, advice and guidance to other staff on specific safeguarding issues. This lead practitioner must attend a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect.

Providers may consider additional safeguarding training, such as safer recruitment practices, building a safer organisational culture and collaborating with other practitioners to safeguard children.

Providers must ensure that all staff are trained to understand their safeguarding policy and procedures and that they have up-to-date knowledge of safeguarding issues.

Leadership

Strong leadership dedicated to the nursery is essential. Under some delivery models, such as PVI settings, having a dedicated nursery manager is a requirement. This manager focuses on the operational needs of the nursery, such as curriculum development, staff training and regulatory compliance. They should be adept at strategic planning and resource management to ensure the sustainability and growth of the nursery.

Settings must clearly demonstrate how they will create inclusive environments that support all children, including those with SEND, with leadership playing a central role in embedding inclusive values, practices and accountability across the setting. For more information on nursery manager requirements, refer to the EYFS statutory framework.

For nursery classes embedded as part of a school, and for maintained nursery schools, the headteacher can fulfil this leadership role. However, it is still beneficial to consider providing a dedicated senior leader to focus on the SBN. They can help ensure the nursery maintains high standards of care and education, adapt quickly to any changes or challenges and ensure that the specific needs of the youngest children are met effectively. This helps create a cohesive and well-managed nursery that supports the overall goals of the school.

Leadership training programmes, such as the Early years leadership national professional qualification can help equip leaders with the necessary expertise. There are also a range of resources available to leaders and governors for provision offered by local authorities. For example, Dudley Council has developed governor training for SBN and wraparound provision (refer to School or governor-led childcare: resources from Dudley Council).

Teaching staff

Early years qualifications differ significantly from primary school staffing requirements. Different types of SBNs have varying staffing requirements. For example, maintained nursery school classes must be led by a staff member with qualified teacher status (QTS), while PVIs on a school site might have different criteria for their lead educators.

The EYFS statutory framework outlines the qualification and ratio requirements for group and school-based providers in England. The Check an early years qualification service enables early years managers to check whether their staff members’ qualifications are approved for working in staff:child ratio. Approved qualifications enable the holder to be counted within the staff:child ratios specified in the EYFS statutory framework at different qualification levels (2, 3 and 6).

Staff:child ratio requirements

Staff:child ratios are the statutory minimum requirements for early education settings, outlining the number of staff at different qualification levels needed to meet children’s needs and ensure their safety. Settings may need to deploy additional staff if other needs are identified.

The EYFS statutory framework outlines the staff:child ratio requirements that early years settings are required to meet. If the provision is registered separately with Ofsted, the requirements for staff:child ratios might differ for children in schools depending on the:

  • type of school
  • qualifications of the staff working directly with the children
  • age of the majority of the children in the school year

Level 6 staff:child ratios

To work within level 6 staff:child ratios, an individual must have early years teacher status (EYTS), early years professional status (EYPS, a legacy version of EYTS) or QTS. Staff with EYTS are specialist teachers trained to teach EYFS to children from birth to age 5.

QTS can be obtained through various routes, including initial teacher training, assessment-only QTS for experienced teachers, or international QTS (iQTS).

Staff with EYTS or EYPS can be employed as early education teachers within academy and PVI settings. To teach children aged over 2 in maintained nursery schools or SBNs, the lead teacher must have QTS. Managers can check if a qualification is approved using Check an early years qualification.

Additional requirements may also apply – refer to the EYFS statutory framework for details.  

Level 3 staff:child ratios

To work within level 3 staff:child ratios, as an early years educator or setting manager, individuals must hold an approved level 3, 4, 5, 6, 7 or 8 qualification. Managers can check if a qualification is approved using Check an early years qualification. Additional requirements may also apply – refer to the EYFS statutory framework for details.

Level 2 staff:child ratios

To work within level 2 staff:child ratios, as an early years practitioner, individuals must hold an approved qualification. Managers can check if a qualification is approved using Check an early years qualification.

Paediatric first-aid ratio requirement

All staff who obtained a level 2 or level 3 qualification since 30 June 2016 must obtain a paediatric first aid (PFA) qualification within 3 months of starting work to be included in the required staff:child ratios at level 2 or level 3 in an early years setting, including schools with early years children. To continue to be included in the ratio requirement the certificate must be renewed every 3 years.

There are also PFA requirements for staff who have not attained these qualifications to be included in the staff: child ratios at levels 2 and 3 outlined in the EYFS statutory framework.

Staff at other levels do not require a PFA qualification to be included in staff:child ratios.

Working as an unqualified member of staff

No formal qualifications are required to work as an unqualified staff member in an early education setting. However, staffing arrangements must meet the needs of children and ensure their safety. Additional requirements may also apply – refer to the EYFS statutory framework for more details. 

Paediatric first aid

Schools with early education places must adhere to the PFA requirements outlined in the EYFS statutory framework. This mandates that at least one person with a current PFA certificate must always be on the premises and available when children are present. Providers should consider the number of children, staff and the layout of the premises to ensure that a paediatric first-aider can respond to emergencies quickly.

In addition, while children are eating, there should always be a member of staff in the room with a valid paediatric first-aid certificate for a full course consistent with the criteria set out in Annex A of the EYFS.

Having more staff trained in PFA can enhance the speed of response to medical incidents. DfE encourages having more than one PFA-trained member of staff always present with young children.

Training and continuing professional development (CPD)

DfE offers a dedicated platform to support early education providers, featuring a range of resources, including targeted support for early educators, areas of learning and children’s health and wellbeing. You can access these resources at Help for early years providers.

Additionally, DfE provides a free online early education child development training programme suitable for staff. This programme combines theory with practical tips and ideas for early education settings, along with opportunities to reflect on your learning and practice. It offers a thorough understanding of the most important aspects of child development in the early years, with links to additional reading and training resources. You can find this programme at Early years child development training.

DfE has published and commissioned additional resources, including a free online training module within the early years child development training and SEND assessment guidance aimed at helping early educators identify, assess and support children with SEND and developmental differences and delays in their settings.

DfE has also established 18 early years stronger practice hubs, which are partnerships of up to 5 early education providers, with the lead being a group-based PVI or school-based setting. These hubs help settings adopt evidence-based practice improvements through established local networks and act as a point of contact for bespoke support. Schools can find more information and locate their nearest hub on the early years stronger practice hubs website.

Summary: workforce

Decide if your SBN will operate term time only or year-round and determine session types (fixed hours or flexible, short or long days), including whether you will offer additional hours outside of entitlements. This will impact staffing, scheduling and contracts.

Plan recruitment, including early years educators, support staff and administrative roles, ensuring your SBN follows staff:child ratio requirements. Follow the EYFS statutory framework for staff suitability, qualifications and enhanced DBS checks. Ensure at least one person with a current PFA certificate is always on the premises.

Make the most of the Be part of something big national recruitment campaign, as well as recruitment support from your local Jobcentre Plus. To find your nearest Jobcentre Plus office, use the Find your nearest Jobcentre Plus tool.

Appoint a lead practitioner for safeguarding, who must attend child protection training. Consider additional safeguarding training for staff to ensure all staff understand and are trained in safeguarding policies and procedures.

Appoint a dedicated senior leader for the nursery to focus on curriculum, staff training and compliance. Consider leadership training programs and other training resources.

Managing an SBN

Managing an SBN involves strategic planning and diligent management to ensure a high-quality, nurturing and efficient learning environment for young children. It’s essential to consider these aspects during the planning stages of opening or expanding an SBN. The following outlines some of these aspects. It is not an exhaustive list.

Create or update policies

Draft or update policies to ensure they comply with current regulations and best practices. Key policies include safeguarding, child protection, employment and employee handbooks, code of conduct for staff, health and safety, equality and diversity, behaviour management and data protection. Ensure all staff and governors are trained on relevant policies and understand their roles and responsibilities. Regularly review and update policies to reflect any changes in legislation or practice.

Implement comprehensive health and safety protocols, including regular risk assessments, emergency procedures and hygiene practices. Maintain accurate records of attendance, staff qualifications, health and safety checks, and other essential documentation.

SBNs that choose to accept funding from their local authority to offer the free early education and childcare entitlements will need to adhere to the requirements set out in their provider agreement with the local authority. Agreements will reflect the early education and childcare statutory guidance, including the charging section from A1.32 onwards. For example, the 15 or 30 hours must be able to be accessed free of charge to parents, without mandatory charges in relation to the free hours.

If there are any chargeable extras, the provider is responsible for setting a policy on providing parents with options for alternatives to any additional charges. Providers should be mindful of the impact of any charges on families, particularly the most disadvantaged.

From January 2026, the costs of any chargeable extras should be published on provider websites (or on local authority family information services, where the provider does not have any website). Invoices and receipts should also be itemised from January 2026, breaking down costs into:

  • free entitlement hours
  • additional privately paid hours
  • food charges
  • non-food consumable charges
  • costs for any additional activities

Develop a curriculum

Create a comprehensive curriculum that aligns with the EYFS statutory framework. Ensure it covers all 7 areas of learning and development, including communication and language, physical development, personal, social and emotional development, literacy, maths, understanding the world, and expressive arts.

Implement a system that supports teachers to administer effective ongoing assessment and evaluation of the curriculum. Be flexible and ready to adapt the curriculum to meet the evolving needs and interests of the children and the community. Regularly review resources and teaching methods to ensure they remain relevant and effective.

Purchase resources

Purchase age-appropriate educational materials and resources that support the curriculum. This includes books, toys, art supplies, outdoor play equipment and digital tools. Ensure resources are inclusive and cater to children with diverse needs, including children with SEND.

Develop a marketing strategy to promote the nursery to local families. Use a mix of online and offline channels, such as social media, local newspapers, community boards and open days. Consider engaging with the community through events, workshops and partnerships with local organisations. Highlight the unique features of your nursery, such as specialised programmes, experienced staff and excellent facilities. You can find more information and resources on the best start in life website. Your local authority may help you identify places where there may be a higher prevalence of families eligible for early education, using information that DfE provides on potentially eligible households with a 2-year-old.

Parental engagement

Establish clear and effective communication channels with parents and carers, using existing communication channels within the school. This can include regular newsletters, parent-teacher meetings and digital platforms for updates and feedback. Encourage parent and carer involvement in the nursery through events, workshops and volunteer opportunities. Work with your local authority to identify parents that might be eligible for the 15-hour early education entitlement for 2-year-olds.

Plan ongoing maintenance

Regularly maintain and inspect the premises to ensure they are clean, safe, efficient and meet statutory requirements. Schedule regular servicing and repairs of essential systems, such as heating, ventilation, air conditioning (HVAC), plumbing and electrical systems. This helps prevent breakdowns and ensures they operate efficiently and safely. Maintain detailed logs to track issues, plan future maintenance and demonstrate compliance with statutory regulations and best practice. Further information can be found in the good estate management for schools guidance.

Financial management

Develop a detailed budget that covers all operational costs, including salaries, resources, maintenance and training. Monitor expenses and adjust the budget as needed. Explore funding opportunities to support the nursery’s operations and development. Early years pupil premium is a potential additional source of financial support.

Summary: managing an SBN

Managing an SBN involves strategic planning and diligent management to ensure a high-quality, nurturing and efficient learning environment. Key tasks include updating policies, implementing health and safety protocols, developing and regularly reviewing the curriculum, purchasing resources, advertising to families, engaging parents and carers, maintaining the premises and managing finances.

Additional information can be found in the practice guidance for the early years foundation stage.

  1. School provision that is exempt by s.34(2) does not need to comply with the requirements of the Childcare (Early Years Register) Regulations 2008. Those requirements only apply to providers registered on the early years register or with and early years CMA. However, schools do still need to comply with the early years foundation stage statutory framework (EYFS) if it is exempt under s.34(2). ↩

  2. Childminder agencies (CMAs) are organisations that register and quality assure childminders and providers of ‘childcare on domestic premises’ as an alternative to registering with Ofsted. In turn, all CMAs must register with and are regulated and inspected by Ofsted. ↩

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