Broughton Manor Nursery

About this day nursery

Broughton Manor Preparatory School, located in Milton Keynes, is an independent school dedicated to providing a nurturing environment where children from two months up to preparatory entry can flourish. The school prides itself on a family-like atmosphere, ensuring every child feels a sense of belonging, is known, cared for, respected, and valued.

The Headmistress, Katy Joiner, emphasises the importance of uncovering each child's potential, fostering curiosity, and developing a lifelong love of learning. While the school celebrates academic achievements and helps pupils secure places at their secondary schools of choice, it also focuses on developing rounded, confident, and enthusiastic young people.

The curriculum, based on the National Curriculum but not constrained by it, is stimulating and varied, encouraging active learning and play, particularly in the early years. The school community is inclusive and supportive, with staff who know pupils well and respond quickly to individual needs.

Environmental studies are also integrated, encouraging interaction with the outdoor environment. Broughton Manor aims to provide an excellent education, preparing children for the next stage of their educational journey with a strong foundation built on safety, inspiration, and love.

Our ethos

We are a school where every pupil knows that they belong, where each individual child is known, cared for, respected and valued. We celebrate the individual contribution made by each member of the school community for the unique and irreplaceable part that it plays in the life of the school and nurture an awareness of the responsibility that we each carry for the wellbeing and happiness of every member of the Broughton family. We believe a great early years and primary education is one that helps children discover a life-long love of learning and that ensures that whatever they do in the future is a matter of choice and is not limited by unexplored potential.

What it's like

Children do not consistently benefit from teaching that helps them to make suitable progress in their learning, as the curriculum is not well understood or delivered. Staff do not always identify barriers to communication, such as children using dummies for long periods, which inhibits speech. Children do not make the progress they are capable of because staff's assessments of learning lack ambition and children's next steps are not precise. Daily routines are not consistently managed to promote children's safety and wellbeing, with some children laid to sleep on cushions, which does not support safe sleep practices.

Pricing & funding