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Nursery at Ridgeway School
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 If you spot anything outdated or inaccurate, please let us know.
Communication, play and small steps towards independence shape the early years provision at Ridgeway School in Kempston. This is specialist education: children join with an Education, Health and Care Plan (EHCP), and learning follows individual targets rather than a single pace for the class.
In April 2025, the school's early years classes included children aged two to six. That describes the wider early years grouping, rather than a nursery-only age range. The Early Years staff team sits within the school's teaching structure, with classes taught by qualified teachers alongside Teaching Assistants and Health Care Assistants.
Play has a clear purpose here. The Ridgeway School Framework incorporates the Early Years Foundation Stage curriculum, with early learning centred on communication, routines and growing independence. In parent terms, children practise skills through experience and exploration, with learning adapted to their development. Each child's Personalised Learning Plan turns EHCP outcomes into shorter targets that guide teaching.
Forest School, music and cooking feature in the activities described for early years and primary learning. Health and self-care are part of that practical curriculum too. Across the school, classes can use outdoor learning spaces; external play areas and a sensory room add different settings for activity and sensory learning. These are shared school resources, rather than nursery-exclusive facilities.
A total communication approach brings signing, visual supports and communication aids into learning. Depending on individual needs, these can include PECS, a system for exchanging pictures, or PODD communication books. Children therefore have ways to participate beyond speech alone.
The April 2025 inspection identified communication learning beginning in early years, using signs, symbols and technology. It also identified a weakness in pre-reading: activities were not consistently matched to ability, and some pupils repeated tasks for too long before progressing towards phonics. For families, the useful distinction is between practising a skill and being ready for the next step.
Settling is planned around the child. After the SEND team confirms a place, staff work with the family and existing setting on an individual transition package. Possibilities include Stay and Play, staff visiting the child's current setting and an information session for parents. Transition booklets are sent home, and the special needs nursing team undertakes an initial assessment with families.
Personal care belongs to the class team, supported by Health & Care Assistants, with dignity and consent guiding the Intimate Care policy. Positive Behaviour Support involves families in understanding what behaviour communicates and planning responses. This connects care with the child's communication needs.
Class teachers are parents' first contact for everyday discussions. Class Dojo shares classroom updates, while Evidence for Learning lets families view learning journeys at home. Two consultation evenings each year and annual review meetings give families scheduled opportunities to discuss their child's progress and individual targets with the school. For meals, the school provides a lunch-menu page; Parentmail can handle school-meal payments.
Nursery attendance does not guarantee a Reception place. Families must treat Reception as a separate application and follow the normal application route and deadline. Starting nursery should never be taken as confirmation of the next placement.
Ridgeway's transition package concerns joining the school after a place has been confirmed. Its Stay and Play sessions and liaison with the child's current setting support settling; they should be understood separately from the allocation of a Reception place.
The wider school's timetable starts with registration at 09:00 and ends at 15:30. These are school-day times, rather than a nursery session offer.
Uniform includes a blue cardigan, fleece or sweatshirt, a white shirt or polo shirt, and grey or black bottoms. Families may use other retailers instead of buying logo clothing through school. Suitable fastenings are encouraged to help children manage changing independently.
Enquiries go to the school office on 01234 402402 or office@ridgeway.beds.sch.uk. Families needing transport apply directly to the SEND transport team.
The Ridgeway School Framework incorporates the Early Years Foundation Stage curriculum. Play, exploration, communication and practical independence guide early learning, with individual targets linked to each child's EHCP.
Once the SEND team confirms a place, staff agree an individual transition package with the family and current setting. This may include Stay and Play, visits and a parent information session.
Ridgeway uses a total communication approach, including signing and visual supports. Individual support can include PECS picture exchange or PODD communication books.
No. Nursery attendance does not guarantee Reception admission. Families must make a separate application through the normal route by the relevant deadline.
Class teachers are the first contact for daily communication. Class Dojo provides updates, and families can access learning journeys through Evidence for Learning.
