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Nursery at Claremont 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 If you spot anything outdated or inaccurate, please let us know.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, independence and connection shape the early years experience at Claremont. Learning starts with each child's education, health and care plan (EHCP), so individual goals guide the activities rather than a single timetable setting the pace for everyone.
This is early years provision within a special school that admits children from age two and caters for physical disabilities alongside associated learning, sensory and health needs. It forms part of the primary provision at Henleaze, on a campus shared with Henleaze Junior and Henleaze Infant schools. For families, the defining feature is the link between learning and the child's individual support needs.
The school's published Early Years Foundation Stage (EYFS) approach combines playful learning with individual learning plans. The federation defines this curriculum as covering Reception, Year 1 and sometimes Year 2. Communication, emotional development and physical skills receive particular attention, alongside opportunities to explore numbers, books, art and the world. Across the school, teachers turn EHCP outcomes into smaller learning targets with input from therapists. Activities are therefore planned around individual goals.
In July 2023, Ofsted found that early years mathematics followed a deliberate sequence, with manageable steps helping children build skills and confidence. The emphasis is on progress from each child's starting point.
The school's published EYFS theme grid illustrates that approach through construction, sound-making and small-world play. Its 2026/27 plans include Toys and Down on the Farm, with Peace at Last among the books. A farm visit or visiting animals appears among proposed experiences.
Outdoor learning and Forest School also appear in the school's published early years approach. At school level, ramps and all-weather surfaces support access to the grounds; classrooms have overhead hoists and nearby changing facilities. These are practical features for children whose physical care and access needs continue throughout their learning day.
Settling starts with an induction agreed with the family after a placement and start date are confirmed. Staff usually visit the child's home or existing setting, and shorter periods with a parent can form part of the introduction where appropriate. The pace is agreed individually.
Class teams include teaching assistants, learning support assistants and personal care assistants. Health Leads coordinate care with School Health Care Assistants, while a health care plan developed with families and professionals guides the class team. Intimate care plans support consistency, with privacy and developing independence shaping personal care.
Parents can exchange daily information through a home-school book and contribute photographs, videos and comments through Earwig. This gives families a way to connect learning at home with classroom experiences. The school's Henleaze timetable also makes eating and drinking part of its lunchtime period, alongside personal development.
Nursery attendance does not guarantee a Reception place. Claremont's admission arrangements use local authority consultation and consideration of the child's EHCP, needs and the school's capacity. Discuss your child's next stage with the school and Bristol Local Authority.
Transition support is a separate matter. For moves between phases, Claremont allows time to become familiar with a new classroom and involves familiar adults. Care documents are shared so that a change of class can retain consistent support.
Henleaze's school drop-off is 8.50am and collection is 3.10pm. These are campus school-day times; the child's induction can include shorter attendance by agreement. Parents are asked to avoid using the car park for collection or drop-off.
Clothing should suit exploratory learning, with elasticated waists and straightforward fastenings. Additional logo polo shirts are optional. The federation's charging policy covers essential statutory curriculum activities and materials without charges; educational extras may involve voluntary contributions, and children are not excluded because a contribution is unpaid. An event may be cancelled if contributions are insufficient.
For enquiries, contact claremont.sp@bristol-schools.uk or telephone 01173533622. Visits are encouraged, but a visit does not constitute a placement agreement.
No. Nursery attendance does not guarantee a place. Claremont's placement process involves local authority consultation, the child's EHCP and consideration of needs and capacity.
Across the school, teachers develop individual learning plans from EHCP outcomes with therapists' input. The published EYFS approach, covering Reception and KS1, links playful activities to individual communication, physical and emotional development goals.
Families agree an induction after the placement and start date are confirmed. This usually includes a home or current-setting visit, with shorter attendance alongside a parent where appropriate.
A daily home-school book supports communication. Earwig also lets parents comment on learning and upload photographs and videos from home.
Choose clothes suitable for exploratory play, with simple fastenings and elasticated waists. Clothing can reflect cultural and medical needs; additional logo polo shirts are optional.
