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Nursery at The Edith Borthwick 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 If you spot anything outdated or inaccurate, please let us know.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 here: choosing boards, Makaton and sensory stories all belong to the school's approach. Nursery provision sits within The Edith Borthwick School, a Braintree day special school admitting children from age 3 with severe and complex learning difficulties, including autism. Its early learning pathway is called Starting out. The emphasis is on learning matched to a child's development and needs.
The purpose-built school opened in September 2015. In January 2026, Ofsted did not give early years a separate grade because too few children attended for a distinct judgement; their experiences were considered within the other evaluated areas.
Starting out covers early years alongside Key Stage 1. Across the school, communication and emotional regulation run through daily learning, while individual education, health and care plan (EHCP) targets help shape activities and timetables. For a young child, expressing a choice or understanding what happens next can therefore be a learning goal in its own right.
Visual timetables and now/next boards help explain routines. Makaton, Attention Autism and intensive interaction are among the approaches used according to individual needs. Regulation breaks form part of daily routines, and the school's universal support includes classroom calm areas. These give children ways to understand their day and take a pause.
Early reading can begin with objects, photographs and sounds. Sensory stories, story sacks and cause-and-effect activities form part of the school's pre-reading approach, with repetition used to develop anticipation and responses. Read Write Inc starts when learners have the communication and language skills to engage with it, rather than simply at a particular age.
Outdoor provision within the school's universal support includes swings and garden circuits. Early-years learning also addresses friendships and personal care, connecting learning with playground interaction, free play and hygiene routines.
Settling follows the individual child. After a place is offered, parents discuss the transition with a senior leadership team member; contact with previous settings helps staff gather information. The pace is adjusted to the learner's needs, giving families a role in planning the start.
Class staffing across the school has a minimum of four adults: one teacher and three teaching assistants. Class teachers coordinate provision and therapy programmes, with speech and language therapy, occupational therapy and physiotherapy expertise supporting staff. Where appropriate, medical care plans are developed with families and health professionals, linking care arrangements to the child's needs.
Daily DOJO messages and termly Evidence for Learning reports keep parents connected with learning. Family Workers also help families use strategies at home. School meals are provided; contact the school for current charges.
Nursery attendance does not guarantee a Reception place. Placement decisions rest with the local authority in consultation with the school. Families should discuss the next placement through that route rather than assume nursery attendance settles it.
Class transitions are supported separately through photo packs, social stories and phased moves where needed. A familiar staff member may move with a child where appropriate. These arrangements support familiarity, rather than establish an admissions advantage.
The school day uses staggered times: transport arrivals run from 9.10am to 2.45pm, while children brought by families attend from 9.20am to 2.55pm. The different timings help manage congestion. Parents must stay with their child until staff collect them unless an alternative has been agreed with the teacher.
Uniform includes grey or black bottoms, white or royal blue tops and a royal blue outer layer. Supermarket alternatives are accepted, and families choose clothing suited to their child's comfort and physical needs.
General enquiries go to admin@edithborthwick.essex.sch.uk or 01376 529300. Placement enquiries before formal local authority contact are directed to the Mid Area SEND Operations Team. Visits follow panel discussion and agreement that the provision may be suitable.
The school admits children from age 3 and provides for severe and complex learning difficulties, including autism.
No. The local authority decides placements in consultation with the school; nursery attendance does not guarantee a Reception place.
Transition is planned with parents after a place is offered, with information gathered from previous settings and a pace matched to the child's needs.
Communication includes daily DOJO messages, termly Evidence for Learning reports, conversations and EHCP annual review meetings.
The school uses 9.10am and 2.45pm for transport, and 9.20am and 2.55pm for families and carers.
