Priestley Smith School Nursery Review

Learning to explain what you need starts early at Priestley Smith. Children in its EYFS provision practise communicating their individual needs alongside making friends and managing feelings. For a child with a visual impairment, these are practical skills for taking part in learning and everyday life.

Nursery places sit within a specialist school whose intake begins at age two, with a separate Stay and Play offer for children aged 0–2. The Foundation stage belongs to the primary department at Perry Beeches Campus in Birmingham. School facilities were designed for pupils with visual impairments, making physical accessibility part of the provision’s design.

Development shapes learning here. The primary department groups children according to the learning they can access, using a stage rather than age approach. The Early Years Foundation Stage (EYFS) sits alongside specialist teaching for visual impairment: learning includes developing independence as well as accessing the curriculum.

CFVI, a framework supporting access to education for children with vision impairment, informs that specialist work. Across the school, everyday teaching incorporates mobility, accessible technology, Braille and independent living skills. Firsthand experiences help children understand ideas they may not pick up incidentally through sight. Small classes are part of the school’s teaching model.

Within EYFS, adult guidance helps children recognise emotions, wait, persist and work towards simple goals. Supported play and interaction with peers provide opportunities to cooperate and settle disagreements. These are purposeful parts of learning, rather than an expectation that children will acquire social skills unaided.

Early Steps and Development Matters objectives are used to assess personal, social and emotional learning. The emphasis is on a child’s developing skills, including expressing needs and building relationships.

Relationships with adults support the EYFS approach. Children receive guidance on caring for their bodies, learning about healthy eating and handling personal needs more independently. Self-advocacy gives this work a clear purpose: children practise telling others what support they need.

The wider school team includes teachers qualified in visual impairment, Braille specialists and habilitation staff. Occupational therapy, speech and language support, community paediatricians and the special school nursing team also contribute to the school’s multidisciplinary provision. These are school services; an individual child’s support depends on their needs.

Habilitation connects learning at school with life at home. Individual assessment informs work with families and staff, covering skills such as listening, understanding body movement and beginning to dress or feed independently. For parents, a pastoral care worker offers home visits and coffee and information afternoons. Class Dojo carries announcements about those gatherings.

Nursery attendance does not guarantee a Reception place. Ask the school and your local authority’s SEND Team how your child’s placement will be confirmed for Reception. A placement depends on the authority’s agreement and the school having suitable space and resources for the child.

Planned transitions are part of the school’s approach to supporting children. Keep that preparation distinct from the placement decision: familiarity with the school does not itself secure admission.

An informal school visit can be arranged by calling 0121 325 3900 or emailing enquiry@priestley.bham.sch.uk. The initial visit is for parents to explore the provision and ask questions; children need not attend that first appointment. Where a referral appears suitable, a later visit includes the child.

The school office handles enquiries between 8am and 4pm. Its uniform policy asks all students to wear uniform, with maroon sweatshirts and white polo shirts among the specified items. Logo clothing can be bought through the office throughout the year.