Nursery at Two Bridges Academy
Last reviewed: October 2026 · Inspection data and key information above update regularly, however, this review below is refreshed bi-annually and may not reflect recent changes. Contact the nursery directly to confirm current arrangements. If you spot anything outdated or inaccurate, please let us know.
Play, sensory exploration and communication shape the youngest learners’ curriculum at Two Bridges Academy. Nursery provision sits within a specialist academy in Alveston whose pupils have severe learning difficulties or profound and multiple learning disabilities. Children may also have autism or complex medical needs, making the fit between their individual needs and daily support central to choosing this provision.
The academy’s age range starts at 2 and extends to 19; its capacity of 112 covers the whole school. Two Bridges Academy has no Ofsted graded rating yet. Its sensory room, sensory diet area and hydrotherapy pool are school facilities, providing a physical context for its specialist teaching rather than a promise that every nursery child follows the same activities.
For the youngest learners, teaching combines play and sensory experiences across subject boundaries. Elements of the Early Years Foundation Stage (EYFS) areas of learning contribute to themed activities: children encounter language, movement, creativity and understanding of their surroundings together. Education, Health and Care Plan (EHCP) outcomes and Personalised Learning Goals guide the focus for each child.
Explorer, Discovery and Adventure are the academy’s learning pathways. Children access them according to developmental needs rather than age, and can change pathways as their needs change. Explorer uses sensory experiences, while Discovery builds early skills through practical activities and repetition. This makes developmental readiness central to planning.
For Explorer learners, early reading includes Twinkl Phonics Level 1 and the opening stages of the Functional Language and Reading Approach (FLARA). Eye-gaze technology, E-tran frames and switches can support participation in stories, songs and rhymes. For a child with complex physical or communication needs, participation can therefore take a form suited to their abilities.
Communication extends beyond spoken words. Makaton, objects of reference, symbols and communication boards help children express themselves and understand others. Songs, rhymes and Musical Interaction contribute to early language work; sensory stories and story sacks give children different ways to engage with books. Outdoor learning and play also provide opportunities to practise communication beyond a structured lesson.
Trained classroom staff usually deliver individual speech and language programmes, with the Trust Speech and Language Therapist supporting assessment and monitoring. Families receive advice about communication strategies for home, connecting classroom approaches with everyday interactions.
Evidence for Learning allows staff and families to exchange photographs, videos and notes about a child’s development. Parents can contribute experiences from home as well as receive school observations, giving conversations about progress concrete examples. Families also participate in annual EHCP reviews, where outcomes and provision are discussed.
At academy level, carers support intimate care according to pupils’ care plans and assist with physical needs under supervision. Coombs Catering prepares school meals daily in the school kitchen. These school arrangements provide context for care and food; individual provision remains tied to the child’s needs.
Attending the nursery does not guarantee a Reception place. Families need to address Reception admission separately through the relevant placement process. At Two Bridges, local authorities manage admissions, and placements for children with EHCPs use consultation to establish whether the school can meet the needs in their plan. Work with your local authority on the next placement rather than treating nursery attendance as an allocation.
For moves between settings, the Trust’s transition arrangements include sharing relevant educational information, meeting receiving staff and accompanying pupils to transition sessions. That support concerns continuity of care and learning, separately from securing a place.
The academy’s example timetable runs from registration at 8.55am to home time at 3.05pm, with snack, play and lunch breaks between teaching periods. It is a school-day example, rather than a nursery session booking model.
Parents and carers can book a group school tour each term; pupils do not attend these tours. Contact the office at office@twobridgesacademy.org.uk or 01454 553003 for enquiries and booking help.
No. Reception admission must be addressed separately, and Two Bridges placements are managed by local authorities through the EHCP consultation process.
Play and sensory experiences combine learning across subjects, with activities linked to individual EHCP outcomes and developmental needs.
The academy uses Makaton, symbols, objects of reference and communication boards. A Trust Speech and Language Therapist supports individual programmes usually delivered by trained classroom staff.
Through Evidence for Learning, families can submit photographs, videos and notes, and receive observations from school.
Yes. Group school tours run each term for parents and carers, without pupils. The school office can help with booking.
