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Nursery at The Bridge 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 If you spot anything outdated or inaccurate, please let us know.
Play, sensory exploration and learning to communicate shape nursery life at The Bridge School. Children learn within a combined Nursery and Reception group, part of the school’s Early Years Foundation Stage provision for ages 2–5. Personal goals shape the teaching, so the emphasis is on each child’s next step rather than age alone.
This is provision within a school for children with complex needs, including profound and multiple learning difficulties, severe learning difficulties and autism. Class teachers and their support teams take responsibility for pastoral care, with additional adult support allocated to groups containing younger or more dependent children.
The Early Years Foundation Stage (EYFS) gives learning its framework. In parent language, that means developing communication, movement and relationships alongside early reading, number work, creativity and understanding the world. Activities are personalised around education, health and care plans (EHCPs), individual education plans and other personal targets. Hands-on experiences connect those goals to real situations.
Communication takes several forms. Across the school, staff use photographs, gestures, objects, speech and Makaton signs to help children understand others and express choices or feelings. Read Write Inc. Phonics is used in EYFS. The practical implication is that communication support and early literacy sit alongside play, rather than depending solely on spoken language.
A dedicated outdoor classroom and play space serve Early Years. Elsewhere on the school site, the Rainbow Room and Starlight Room provide sensory learning spaces, while the soft play room includes a small ball pool. These give different settings for exploration and physical activity. The school’s approach combines sensory experiences with play and opportunities to practise independence.
The wider school timetable alternates teaching with snacks, movement, sensory circuits and self-help activities. Lunch includes supported play. That balance makes care routines and communication part of the learning day, rather than separate from it.
Joining is planned individually with the child and family. For September starters, visits take place during the summer term, and prospective children and parents can attend a transition event. This gives families a role in preparing the move into school.
Home/school diaries and Class Dojo keep communication going between meetings. Families have two formal consultation evenings each year, an EHCP review meeting and an annual pupil report. Class teachers can also speak with parents by telephone, providing another way to discuss changes in a child’s needs.
Meals are cooked on site, with menu choices and provision for special diets; children can bring a packed lunch instead. Eating and drinking programmes and individual care plans form part of the school day. Lunchtime also provides practice in social and everyday skills.
Medical support. The school has no onsite nursing, and aims to maintain close contact with the Special School Nursing Team. Support includes feeding difficulties, physiotherapy and speech and language therapy. Families managing complex care needs should factor that staffing arrangement into their choice.
Nursery attendance does not guarantee a Reception place. Nursery and Reception admissions are separate: families must apply again through the applicable route and meet the relevant deadline.
Children are already taught in a combined Early Years group. That shared organisation is a feature of their learning experience, not an assurance about a future place.
The wider school day runs from 9am to 3:20pm. Parents can bring and collect their children; many pupils use council-contracted taxis or minibuses, each with an escort as well as a driver. Birmingham City Council controls transport arrangements and timings, so travel needs planning alongside the school day.
Uniform combines a light blue top, a navy upper layer and dark grey or black trousers or a skirt. Branded clothing is optional, and garments should be comfortable and practical. General enquiries go to enquiry@bridge.fet.ac or 0121 464 8265. The school is on Coppice View Road, Sutton Coldfield, B73 6UE.
Nursery and Reception children are taught together in an Early Years group.
Learning is adapted to children’s communication needs. School approaches include objects, photographs, gestures, Makaton signs and speech, helping children understand messages and express themselves.
Yes. Packed lunches are an alternative to meals prepared on site, which include menu choices and provision for special diets.
No. Nursery attendance does not guarantee a place, and families must make a separate Reception application through the applicable process.
Email enquiry@bridge.fet.ac or telephone 0121 464 8265.
