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Nursery at Ash Trees 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 If you spot anything outdated or inaccurate, please let us know.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 and guided exploration take a personalised shape at Ash Trees Academy: early learning follows a child's development and education, health and care (EHC) plan. This is specialist provision within a school serving children with severe learning difficulties or profound and multiple learning difficulties, with entry from age three.
The Rievaulx site houses early years provision. For families, the defining consideration is the fit between a child's learning, communication and physical needs and the support planned around them. Classroom allocation is decided individually by senior academy staff.
The early years foundation stage (EYFS) provision centres on learning through play, with adults guiding exploration through themes and activities. Children are likely to follow Pathway 1, the Informal Curriculum, or Pathway 2, the Pre-Formal Curriculum. These pathways organise learning around developmental starting points, rather than expecting children of the same age to work alike.
For Pathway 1 learners, experiences are divided into small steps, with sensory stimulation and specialist resources supporting participation. Pathway 2 combines predictable routines and brief periods of focused activity with opportunities to play, interact and explore. The practical implication is a day shaped around how a child engages, rather than a single pace for the group.
Communication, movement and independence are woven into learning. Adaptations include visual timetables, signing and symbols, alongside extra time to process information. Individual learning plans are developed with parents, connecting activities to what a child can already do and the next targets that matter for them.
Outdoor learning has a physical base too. Forest School uses the school grounds on both sites, and Rievaulx has a garden area completed in autumn 2024. This gives outdoor exploration a place alongside classroom learning, while the child's individual plan remains the basis for their programme.
Class teachers take responsibility for children's development and wellbeing, working with teaching assistants and specialist colleagues. A pastoral team includes a Behaviour Lead, while each academy has a special educational needs coordinator (SENCO). Teaching assistants may provide individual support where this is necessary and included in the child's EHC plan.
Parents contribute to reviews of their child's provision, with annual discussions bringing together strengths, difficulties, wishes and priorities. Progress towards EHC plan targets is reviewed each term. This gives families a structured opportunity to consider whether support and learning goals need to change.
Starting arrangements are tailored to the child. With consent, an academy colleague may visit the current setting or arrange a home visit. Once a placement is confirmed through the EHC plan, transition is planned around the child's needs and may include visits to Ash Trees. These arrangements let families contribute information before the child starts.
Nursery attendance does not itself guarantee a Reception place. At Ash Trees, permanent placement follows the EHC plan process: the child's local authority decides whether to name the academy after consultation, taking account of individual needs and parental representations. Once named, the academy must admit the child.
Admission is to Ash Trees Academy as a whole, with the particular classroom or provision allocated separately. Families should therefore distinguish the academy placement from the decision about their child's next class. Senior staff consider parental views, development and relevant medical history when deciding class placement.
Placements at Ash Trees are usually full time. Enquiries go to the academy's admissions coordinator, and visits can be arranged by appointment with the leadership team. Parents can tour with or without their child and may bring a friend or a professional who knows the child.
Placement support. Admission requires local authority involvement. An informal visit helps families consider the setting, while the placement decision follows the child's individual needs and the EHC plan consultation process.
Early years provision is at the Rievaulx site.
Through play and guided exploration, usually within the Informal or Pre-Formal curriculum pathways, with learning personalised around development and EHC plan targets.
Yes. Individual learning plans are developed with parents, and families contribute to annual discussions about special educational provision.
No. Academy placement depends on the EHC plan process, and allocation to a particular classroom or provision is a separate decision.
Yes. Informal visits are encouraged, with appointments arranged through the leadership team. Families may visit with or without their child and bring a friend or professional.
