Impact on Parents and Families 

Sheffield Hallam University (SHU) has proposed the closure of SHU Collegiate Nursery, an Ofsted Outstanding rated and long-established early years setting operating since 1979 (Sheffield Hallam University, 2023). This report draws on evidence from 46 parents (22 current parents and 24 alumni families) to outline the likely impact of this proposal.

Parents consistently describe the nursery as exceptional and locally irreplaceable, providing highquality early education, stable relationships, and specialist inclusive support, including for children with SEND (Ofsted, 2023). It is viewed not simply as childcare, but as critical infrastructure that enables children’s development, parental employment, and access to education.

The findings identify five key areas of impact:

• Loss of high-quality provision that is not readily available elsewhere locally

• Disruption to children’s emotional security and development, particularly given the timing of the proposed closure

• Negative impacts on children with SEND, where equivalent provision is limited

• Significant workforce and financial consequences for families, including reduced working hours or loss of employment

• Lack of viable alternative childcare, with long waiting lists and limited capacity across the local sector

Local MPs and councillors have also expressed concern, highlighting the broader community significance of the nursery (Ashton, 2026). 

Overall, the evidence indicates that closure would result in significant and foreseeable negative impacts for children, families, and the wider university community, which are unlikely to be mitigated within the proposed timeframe. The findings therefore underline the importance of careful reconsideration, full consultation, and exploration of alternative options before any final decision is made.

Parents Save SHU Collegiate Nursery Campaign

May 2026

Sheffield Hallam University (SHU) has proposed the closure of SHU Collegiate Nursery, a longestablished early years provision based at the Collegiate Campus. The nursery has been in continuous operation since 1979, providing over four decades of care and early education to children of staff, students, and the wider community. This long history positions it as a deeply embedded and trusted part of Sheffield’s early years infrastructure. The nursery building itself was gifted to the university by Sheffield City Council in the 1990s, further underlining its origins as a public asset intended to support families and local provision (Hayes, 2025; Walsh, 2025).

The current proposal has been communicated to families “without sufficient time to find alternative childcare” and without comprehensive prior consultation with those most directly affected (Middleton, 2026). As a result, there is significant concern among current and former parents regarding both the substance of the proposal and the process by which it has been developed.

Concern about the proposed closure is not limited to parents alone. Local Members of Parliament and councillors have also publicly voiced concern and, in some cases, strong opposition to the proposal, highlighting the wider community significance of the nursery and questioning the potential impact on families, workforce participation, and access to high-quality childcare provision in the area (Parents Save SHU Collegiate Nursery Campaign, 2026). This broader concern underscores the importance of ensuring that decisions are made with full consideration of their social, educational, and economic implications.

This report has been prepared by the Parents Save SHU Collegiate Nursery Campaign to inform decision-making by ensuring that the perspectives, experiences, and anticipated impacts on families are fully considered. It responds directly to the proposed closure and seeks to provide evidence of the nursery’s value, as well as the potential consequences of withdrawal of this provision.

The report is based on qualitative evidence gathered from:

●        22 parents with children currently attending SHU Collegiate Nursery; and

●        24 parents whose children have recently transitioned from the nursery into school.

These contributions provide a consistent and detailed account of the nursery’s role within families’ lives and within the wider university community. The evidence presented highlights that the nursery functions not simply as a childcare provider, but as a critical part of the infrastructure that supports children’s development, parental employment, and access to education. 

Parents’ accounts demonstrate that SHU Collegiate Nursery is widely regarded as an exceptional early years setting, characterised by high-quality pedagogy, experienced and stable staff, and wellresourced learning environments. In addition, it plays a significant role in supporting children’s emotional security, facilitating inclusive practice (including for children with Special Educational Needs and Disabilities), and enabling parents to balance work, study, and family responsibilities.

The proposed closure is therefore understood by families as having significant and multi-layered impacts, including:

●        Disruption to children’s development, wellbeing, and established relationships

●        Loss of access to specialist and high-quality early years provision, particularly for children with additional needs

●        Practical and financial challenges for families, including potential loss of employment or reduction in working hours

●        Wider implications for equality, workforce retention, and the university’s support for staff and students

Furthermore, parents raise concerns regarding the timing and implementation of the proposal, particularly in relation to the short notice period, the lack of available alternative childcare locally, and the developmental implications of requiring young children to transition settings at critical points in their early years.

This report is structured around five key themes that emerged consistently across parental accounts:

1.   Exceptional Quality of Care and Provision

2.   Deep Relational Bonds and Community

3.   Children’s Emotional Security, Stability, and Wellbeing

4.   Inclusion, SEND Expertise, and Equity

5.   Practical, Financial, and Employment Impact on Families

Taken together, these themes provide a robust evidence base demonstrating that SHU Collegiate Nursery delivers significant value to children, families, and the university community. They also highlight the extent of the foreseeable negative impact should the proposed closure proceed.

The purpose of this report is to support informed, evidence-based decision-making by clearly articulating these impacts and by emphasising the importance of meaningful consideration of those directly affected.

This report is based on qualitative data collected through a parent survey, with responses from 46 parents (22 current and 24 nursery alumni).

Survey responses were analysed using a qualitative thematic approach, identifying recurring patterns and shared concerns across participants (Bryman, 2016).

While qualitative, the evidence shows a high level of consistency, with similar impacts reported independently by multiple parents. Selected quotations are included to illustrate key themes, with all responses anonymised.

Theme 1: Exceptional Quality of Care and Provision (Irreplaceable Asset)

The nursery is consistently described as outstanding, unique, and unmatched:

●  Highly skilled, experienced, and long-standing staff

●  Ofsted Outstanding status as symbolic and practical validation

●  High-quality pedagogy (learning through play, enrichment, independence)

●  Tailored indoor and outdoor environments

Parents repeatedly describe SHU nursery as “head and shoulders above” other local providers, noting specialist rooms (sensory rooms, tinker rooms, allotments), access to university facilities, and a learning-rich ethos that is rarely available elsewhere.

“The SHU nursery is a beacon of brilliance and should be a celebrated and enthusiastically supported part of SHU's community. Finding quality, reliable childcare for our smallest citizens is hard enough and removing this valuable resource will impact so many in very challenging ways.” Parent of two children

“We truly believe this nursery is one of a kind. The teachers are exceptionally caring, and the environment is warm, nurturing, and perfectly suited to our children’s development. The garden setting, in particular, offers something very special that we have not seen elsewhere in the area.” Parent  

“This was the most nurturing environment for my two children. The staff are caring but also highly professional.  They couldn’t have provided anymore for my children.” Parent

“I really don’t think SHU know what they have in the nursery and what a gem it is. I think if anyone from the hierarchy, who have done this, had ever been, they would be fighting tooth and nail to keep it open.” Parent of two children

Parents frame the nursery as a centre of excellence, not a standard service. Closure is therefore understood as the loss of something irreplaceable, rather than substitutable.

Theme 2: Deep Relational Bonds: Community, Attachment, and Continuity

The nursery is experienced as a community and extended family, not merely a service provider:

●  Strong emotional bonds between children and staff

●  Long-term relationships spanning siblings and years

●  Ongoing attachment after children leave the setting (older children wanting to visit)

●  Parents feeling known, supported, and included

Staff are described as “extended family,” “like family to us,” and integral to children’s emotional security and identity formation.

“We adore this nursery and have been parents here for 7.5 years. It has nurtured both of our children in the most amazing way. Our youngest asks every day if it’s a nursery day, and is so sad when it isn’t.” Parent 

“The staff have cared for him and for us as a family. I have seen my son build relationships, learn respect and care, become independent and so much more. The staff take extra care in celebrating culture and families. They spend time talking to him about his heritage; he is British Kenyan. His previous nursery didn’t even talk to him about Kenya - but SHU nursery has helped him learn about Kenya, explore maps, language etc… they have drawn maps, listened to music, talked about food… This is just one area of excellence in this nursery. I could go on for pages! As a teacher I am in awe of what they have done with my son. I haven’t known of a nursery doing what SHU nursery does - I’ve even had friends in other places shocked at how wonderful this provision is.” Parent of two children 

“Our experience with SHU nursery has been absolutely fantastic. Our eldest thrived and was supported so well, he had the most wonderful opportunities to play and explore and it set him up wonderfully for school. He still talks about his time at nursery and enjoys visiting when he picks up his little brother.” Parent of two children

“For us as parents, the SHU nursery is like an extension of family. We trust the staff and do not worry at all about the care provided.” Parent of one child

Attachment and continuity are central. Closure is framed as relational loss and grief, not administrative change.

Theme 3: Children’s Emotional Security, Stability, and Developmental Risk

Disruption is framed as emotionally harmful, particularly given children’s developmental stages:

●  Anxiety about unsettling, settled children

●  Concern about transitions close to school age

●  Multiple concurrent stressors (new siblings, house moves, illness)

●  Loss of friendships and trusted adults

Parents emphasise that children “love going,” ask daily if it is a nursery day, and may struggle with sudden change - particularly when compounded by other life transitions.

“I will have to secure a place at another nursery for my child, this will cause disruption and emotional distress as my child is now 3.5 and has been at nursery since 13 months old. He’s familiar with the setting and the staff and children who are his friends and who he will inevitably be separated from.” Parent of two children 

“The staff at the nursery are like family to us, having known them for 7.5 years. We worry about our child’s ability to leave these relationships behind, and move to a new setting with only a year to get settled, make friends and get used to everything before leaving that setting for school. We worry that this change at this point, and then asking him to move again for school, would be very difficult and emotional for him.” Parent 

“My son will be leaving in July to go to school. But the impact emotionally on the staff of this amazing place will obviously have an impact on his last few months there. I am concerned about the provision being removed for other children. This nursery has been instrumental in the development of my son. 

He was at another nursery for the first year, but we moved him to SHU nursery because of the below par care he was getting. And since then he has come on in leaps and bounds. To remove this for the children who don’t leave this year for school, and also for the families is outrageous. At such short notice without proper consultation with parents is immoral. I think the closure of this nursery would be detrimental to so many families.” Parent of two children

“If the nursery were to close, we would face struggles to find a new nursery place, and we know we would not find one which offers all of the same amazing provision as we have here. Access to brilliant outdoor space, highly trained staff that our child knows and loves, a familiar setting that they’ve known since they were tiny, plus the sensory room, allotment, tinker room etc. Other Ofsted outstanding providers within reasonable distance from us all have waiting lists and cannot accommodate 4 year olds with less than a year before they go to school - they are not a priority to admit and we know we would struggle to find a place, never mind one that supports our child’s development in a comparable way.” Parent

“The nursery is such a special and unique setting, we felt really lucky to get a place, having visited a number of others locally which in no way measured up to it. The prospect of having to enrol our daughter elsewhere is deeply depressing. We are also in the process of moving house this year (Our daughter being so well settled at nursery was one of the factors in us choosing to remain in the local area) so the prospect of additional upheaval is very upsetting and stressful.” Parent of one child

“Our daughter is still very young and not yet fully used to being separated from us, which is why this nursery has meant so much to our family. It became a place where she felt safe, loved, and secure, with staff she trusted and strong attachments that helped her grow in confidence every single day. The thought of losing that stability is heartbreaking. Since hearing about the possible closure, we have been deeply worried about the emotional impact this will have on her and other children like her, who rely on the comfort, routine, and care the nursery provides. This nursery is far more than just childcare - it is a vital part of our children’s emotional wellbeing, development, and sense of security.” Parent of one child

The nursery is positioned as a stabilising structure in families’ lives. Closure is seen as developmentally inappropriate, poorly timed and rushed.

Theme 4: Inclusion, SEND Provision, and Equity Impact

The nursery is viewed as exemplary in inclusive practice and SEND provision:

●  Proactive staff training (e.g. Makaton, SEND-specific CPD)

●  Individualised support for children with hearing impairment, Down’s Syndrome, speech delay, regulation difficulties

●  Positive impacts on long-term developmental outcomes

●  Parents’ fear that comparable SEND provision is unavailable locally

Families recount concrete outcomes: improved speech, regulation, confidence, and inclusion ethos that continues into school life.

“All my children went to this nursery and received outstanding care. One of my children is hearing impaired and the staff have been more than accommodating and have received training to be able to give extra support and help. We were extremely happy with the staff and my children were very happy there. The nursery is known for being outstanding and the staff for being experienced, knowledgeable and caring. It would be a disgrace and shame to close it.” Parent of three children “We chose SHU nursery due to the provision for children with SEND.” Parent of one child

“The staff are incredible - experts in their field, wanting to improve their CPD all the time, loving and genuinely wanting to give the highest provision to their children.” Parent of two children 

“Our youngest son has Downs Syndrome. The nursery immediately purchased resource packs and attended training, including a whole staff Makaton course, to make sure they were up to date with the latest research so that my child would have the best support possible. We have regular meetings to discuss my child’s progress and communication is excellent throughout the nursery. He has thrived at SHU nursery, is settled and so well cared for. The proposed closure of the nursery would be devastating for our family. Not only would we struggle to find any setting with availability with so little notice, but it would be even more complicated for us to find a setting with adequate SEND provision within this time frame. This would potentially set our youngest’s development back, at a time when he is learning and gaining confidence with key skills such as walking and talking, and beginning to make friends. SEND provision is not an add-on but a defining strength of the nursery. Closure is framed as inequitable and potentially harmful to children with additional needs.” Parent of two children

Theme 5: Practical, Financial, and Employment Impact on Families and Institutional Impact The nursery enables parents to work, study, and sustain careers. Its loss threatens this:

●  Severe shortage of alternative high-quality childcare locally

●  Long waiting lists (often 9–24 months)

●  Risk of reduced hours, lost contracts, or leaving employment

●  Disproportionate impact on women and primary carers

●  Impact on students, early-career academics, and self-employed parents

Parents describe losing income, contracts, or progression, with some explicitly linking closure to gender inequality and workforce attrition.

“We will have no childcare for our child.” Parent of one child

“SHU nursery is a lifeline to us as parents, it provides the best care to our little boy and support to us as a family. If SHU Nursery closes, we will be unable to continue both working full-time whilst we find another nursery place. Local nurseries are full, with over year long waiting lists and other workplace/university nurseries are also on waiting lists. My husband and I have both lost our parents, we have no other help to support us with childcare.” Parent of one child

“By closing at the end of July, this leaves us in the impossible situation of having no childcare for all of August, with local wait-lists far exceeding this and the reality that it would be extremely disruptive for her to join a new setting immediately before starting school. Childcare is understood as enabling infrastructure. Closure is therefore seen as undermining SHU’s ability to retain staff and support equality… I am self-employed and will have to lose contracts to make sure I can look after both children during August, and judging by the scant availability of places locally for my youngest son, I will continue to lose employment and financial stability for several months further until alternatives can be arranged. This has the value of several thousands of pounds, and the damage it does to my mid/long term opportunities as a freelancer.” Parent of two children

“My eldest son went to SHU nursery from the age of 2 to 4, when I was doing my Masters at Sheffield Hallam University. It was extremely convenient as the campus where my course was held was literally next door! My youngest, who is 2, currently attends the setting. Most private nurseries which would be suitable for my youngest’s additional needs have waiting lists in excess of 9 months, meaning I would need to take time out of work to care for him full time until he could get a place in a preschool in April 2027. This would also impact my mental health.” Parent of two children

“The emotional impact of losing the nursery and having to transition to a new setting (if we can find one) is huge. Financially, we are looking at having to stop work due to lack of a suitable nursery place.” Parent of one child

The proposed closure is not practically deliverable without harm, given the lack of alternative provision.

This report presents consistent and compelling evidence from 46 local parents demonstrating that SHU Collegiate Nursery delivers significant value not only to children and families, employed by or studying at SHU but to the wider south-west Sheffield community. It is experienced not simply as a childcare provider, but as a high-quality, trusted, and locally irreplaceable provision that supports children’s development, emotional wellbeing, and inclusion.

The findings indicate that the proposed closure would result in substantial and foreseeable negative impacts. These include disruption to children’s emotional security and development, loss of specialist provision (particularly for children with SEND), and significant practical and financial consequences for families. Parents also highlight the absence of viable alternative childcare locally, raising concerns about the feasibility of transition within the proposed timeframe.

In addition, the evidence points to wider implications for workforce participation, equality, and SHU’s ability to support staff and students effectively. These impacts are not isolated but systemic, affecting both individual families and the broader community.

Taken together, the findings demonstrate that closure cannot be considered a neutral or low-impact decision. The scale and consistency of the concerns raised indicate a need for careful reconsideration and a more comprehensive assessment of the consequences.

In light of the evidence presented, the following actions are recommended:

1.   Reconsider the proposed closure and give serious consideration to keeping the nursery open.

2.   Explore alternative options to closure in a rigorous and transparent manner, including:

a.   Revised operational or funding models

b.   Partnership arrangements

c.        A phased or delayed transition to minimise disruption

3.   Ensure open, transparent, and meaningful communication with both staff and parents. Engagement should align with consultation principles and include genuine consideration of suggestions put forward by staff and families.

4.   Assess the availability and suitability of alternative childcare provision, including local capacity, waiting lists, and access to comparable quality and SEND support.

a.   As an immediate step, amend the proposed closure timeline so that any closure does not take effect before the end of August, at the earliest, to ensure childcare provision over the summer period.

5.   Undertake a comprehensive equality impact assessment, and implement appropriate mitigations for nursery staff, children and their families, with specific consideration of:

a.   Children’s developmental wellbeing

b.   Equality impacts, particularly for children with SEND and primary caregivers

c.        Workforce implications and student participation

6.   Recognise and fully engage with the strategic value of the nursery to the university, including its role as:

a.   A recruitment tool for widening participation groups, including part-time and mature applicants

b.   A pathway for engagement with young children and schools across the city through nursery alumni, a large pool of highly engaged parents to complement initiatives such as the Children’s University

c.        A provider of student work placements

d.   A facilitator of student and academic research opportunities

7.   Maintain transparent and ongoing engagement with parents, staff, and the wider community throughout any subsequent decision-making process.

Ashton, L. (2026, April 29) MP joins parents' fight to save nursery. BBC News. https://www.bbc.co.uk/news/articles/c3v2x3expkro 

Bryman, A. (2016) Social research methods. Oxford University Press.

Hayes, D. (2025, June 14) The footpath feud tearing Broomhill Park apart. The Tribune. https://www.sheffieldtribune.co.uk/the-footpath-feud-tearing-broomhall-park-apart/ 

Middleton, W. (2026). Nursery closure plan 'mad' say shocked parents. BBC News. https://www.bbc.co.uk/news/articles/c86ed07q3l9o  

Ofsted (2023) Inspection of Sheffield Hallam University Nursery. Ofsted. 

Parents Save SHU Collegiate Nursery Campaign (2026). [@saveshunursery]. (n.d.) Save SHU

Collegiate Nursery. [@saveshunursery]. Retrieved May 13, 2026, from https://www.instagram.com/saveshunursery/  

Sheffield Hallam University (2023) Sheffield Hallam nursery rated outstanding by Ofsted. Sheffield Hallam University. https://www.shu.ac.uk/news/all-articles/latest-news/collegiatenursery-ofsted 

Walsh, D. (2025, August 7) Sheffield Hallam University responds to demands to use Collegiate Campus for housing. The Sheffield Star. https://www.thestar.co.uk/education/sheffieldhallam-university-responds-to-demands-to-use-collegiate-campus-for-housing-5259470