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Nursery at High Park 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 If you spot anything outdated or inaccurate, please let us know.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 takes many forms at High Park: objects, photographs and symbols sit alongside spoken and written words. That gives its early years provision a distinct specialist focus. Based in Heaton, Bradford, the school admits children from age 3 and supports communication and interaction difficulties, autism and complex learning needs, including sensory processing difficulties.
Early years sits within this specialist school. High Park also runs a Designated Specialist Provision (DSP) for young children, with the aim of helping them keep their mainstream placement. These are different purposes for families to consider when discussing provision with the local authority.
The Early Years Foundation Stage (EYFS) covers early learning through areas including physical development, communication, mathematics, literacy and expressive art. High Park also includes Exploration Weeks. For parents, the emphasis stretches from developing movement and expression to beginning to understand numbers and the world around them.
Learning is personalised. Across High Park, the Pre-Formal, Formal and Semi-Formal pathways organise teaching around different needs, while a spiral approach returns to learning so children can practise and build on it. In April 2025, Ofsted identified early years as part of this pathway approach, but also identified a need for greater ambition in the pathway curriculum. Personalisation needs to come with sufficient challenge. Across the school, some curriculum areas did not define clearly enough what pupils should learn. Some activities and classroom resources also diverted attention from the intended learning, limiting pupils' knowledge and understanding.
Intensive Interaction, photographs, objects and symbols provide different ways to participate. Visual timetables and Now and Next boards make routines more understandable; sand timers help mark the end of an activity. These are practical ways to prepare children for change.
The school building provides an environment designed to limit sensory stimulation, with outdoor learning space connected to each classroom. Quiet spaces are available indoors or outside. Specialist facilities across the school include swing rooms and Rebound rooms, giving the wider setting physical spaces for different sensory and movement needs.
Before children start school, an initial home visit begins the relationship with their family. Contact continues through Class Dojo, telephone conversations, coffee mornings and review meetings. Parents can discuss learning with the professionals involved in their child's support, connecting home knowledge with classroom planning.
Therapeutic support runs through pupils' personalised learning rather than sitting apart from the day. Occupational Therapy addresses sensory processing, movement skills and regulation; Speech and Language Therapy works alongside teaching staff on communication. Small classes and a high ratio of staff to pupils are school-wide arrangements, with grouping taking account of age and individual needs.
Meals are prepared using fresh ingredients, and the school caters for dietary requirements. Meat is Halal, and the school operates a no-nut policy. These arrangements give families concrete food considerations alongside their child's sensory and communication needs.
Nursery attendance does not guarantee a Reception place. Treat the next placement as a separate admissions decision: High Park admissions go through the local authority's SEND or SEND Early Years departments. The authority considers parental preference and allocates the nearest available school able to meet the child's needs.
Transition support is a separate matter. Class visits, photo books and meetings between teachers prepare pupils for changes of class. When pupils move to another school, their core support strategies are shared, helping the receiving team understand familiar approaches.
High Park's school day runs from 8:30am to 2:30pm. These are school-wide hours. Prospective families can arrange a visit by calling 01274 696740, or contact office@highpark.org.uk.
School meals are paid for in advance through the Bromcom MyChildAtSchool (MCAS) App. Contact the school for current charges. Embroidery in House supplies school uniform, with sample sizes to try in its shop and telephone ordering available.
High Park admits children from age 3 and supports pupils with communication and interaction needs and complex learning needs.
School-wide approaches include Intensive Interaction, symbols, photographs and objects of reference. Speech and Language Therapy is integrated with teaching.
No. Nursery attendance does not guarantee Reception admission. High Park's placement route involves the local authority SEND or SEND Early Years departments.
An initial home visit takes place before pupils begin school. Continuing contact includes Class Dojo, phone calls and meetings with the professionals supporting the child.
Call 01274 696740 to arrange a visit to discuss the specialist provision.
