Mowbray Academy Nursery Review

Learning starts with the child's developmental stage at Mowbray, with play and guided exploration forming the Trust's early-years approach. Nursery provision sits within a special academy whose learning-difficulty categories include moderate and severe learning difficulties. This makes individual needs central to understanding the provision.

Mowbray's age range begins at two. Its Bedale site serves children aged 2 to 16, while Ripon serves pupils aged 2 to 11. Placement is with the academy as a whole; senior staff decide the specific provision with parents. For families, the site and class are therefore part of an individual placement discussion.

Play has a clear learning purpose. Within Ascent's early years foundation stage (EYFS) provision, children learn through exploration supported by adults and through themes that give activities a shared context. Learning develops communication, movement, social skills and understanding of emotions, alongside academic skills, with activities adapted to each child's needs. Early-years learners will most likely follow Pathway 1, the Informal Curriculum, or Pathway 2, the Pre-Formal Curriculum. These describe approaches to learning rather than age-based classes.

The Trust starts from what each child can already manage, linking learning to their Education, Health and Care Plan (EHCP). Pathway 1 breaks learning into very small steps, with sensory stimulation and specialist resources. Pathway 2 combines predictable routines and brief focused activities with hands-on play and exploration. The practical implication is that the pace and form of learning depend on the child.

Across Mowbray, outdoor learning is scheduled for every pathway and group. Playgrounds are used by all pupils; the Farm and Nature Reserve are used by some. These are academy spaces, rather than facilities reserved for nursery children. Indoors, communication resources include symbols and pictures, alongside large print and communication aids. Information can therefore be presented in forms beyond spoken instructions.

Support is organised around individual plans. Mowbray has an occupational therapy assistant and a pastoral team, with plans identifying how pupils need to be supported. Sensory Worx advises on sensory regulation activities for most classes across the academy. Readiness to learn plans identify approaches for each pupil, connecting support to their particular needs.

Parents contribute to planning and review. Across the Trust, annual EHCP discussions consider families' views, while teachers and support staff are informed about each child's needs and teaching approaches. This gives parents a defined role in shaping provision.

Starting school involves a transition tailored to the child. At Mowbray, arrangements for an in-year start are made with families or carers and may involve visits to the academy, visits to the current setting or participation in an annual review meeting.

Nursery attendance does not guarantee a Reception place. Mowbray's placement route centres on an EHCP: the child's local authority decides whether to name the academy, following consultation and consideration of individual needs and parents' representations. Once named, Mowbray has a legal duty to admit the child. Families should treat attendance and the decision about the next placement as separate matters.

Visits can be arranged directly with the senior leadership team. Parents may tour Mowbray with or without their child and can bring a professional or friend. This provides an opportunity to discuss the individual provision before a placement is confirmed.

For enquiries, contact the academy's admissions coordinator. The Bedale address is Masham Road, Bedale, DL8 2SD; the academy telephone number is 01677422446.