Merstone School Nursery Review

Communication comes first at Merstone’s nursery: signing, speech and symbols help children take part, while sensory activities are planned around individual needs. This is early education within a special school, with provision for two-year-olds in a separate building just beyond the main campus.

Merstone caters for children with severe learning difficulties, profound and multiple learning difficulties, and complex autism. Ofsted’s report dated 24 March 2026 graded early years at Strong standard. That judgement covers early years within the school inspection; it is not a separate nursery rating.

Social development and communication shape the learning. Adults adapt activities to children’s abilities and use different ways of communicating, so participation can involve a sign or symbol as well as spoken words. Sensory experiences give children further ways to engage. The emphasis is on helping each child connect with adults, other children and the activity itself.

Early reading follows children’s readiness. Those ready for phonics begin learning about speech sounds; others start by noticing and responding to sounds around them. This gives children an initial step suited to their development rather than expecting everyone to begin at the same point.

Assessment also shapes what happens next. Staff establish children’s starting points on entry and select a learning pathway suited to them. Observations, parents’ knowledge and information from specialist agencies inform that choice. Learning is adjusted to the child, with wellbeing and previous experience considered alongside new skills.

Adults understand the different ways individual children communicate, and their care and interactions were consistently strong in March 2026. Children were happy and comfortable in the nursery. For families whose child expresses needs through something other than speech, that attention to communication is a substantial part of the care offered.

Parents contribute through formal reviews and continuing exchanges on an online platform. Their knowledge helps staff identify children’s needs and plan support. Families therefore have a role in shaping provision, alongside specialist agencies and classroom observations.

Individual arrangements support the move into Merstone. The school encourages families to visit and discusses how to ease the transition. Entry assessments then inform personal targets recorded in a Passport to Learning, giving staff a starting point for planning each child’s learning.

Nursery attendance does not guarantee a Reception place. Treat the next placement as a separate decision through the local authority, rather than assuming that attending nursery settles it.

At Merstone, admissions are handled by Solihull Metropolitan Borough Council through the Education, Health and Care Plan process. Placement depends on suitability and space. Families living outside Solihull are referred through their own local authority’s SEN team. For placement updates, parents should contact their child’s EHCP officer; Merstone does not take applications directly from families.

General enquiries go to the school office at office@merstone.solihull.sch.uk or 0121 717 1040. A contact form provides another route to the office. Visits are encouraged, with individual transition arrangements discussed with families.

For absence reporting, telephone the office and select Option 1. A message to classroom staff through DoJo should not replace notifying the office, because teaching can delay its receipt. Keeping the office informed helps avoid an unnecessary follow-up call.