Granta School Nursery

Communication, everyday skills and growing independence frame Granta’s approach. Its nursery provision belongs to a community special school in Linton, where the school aims to help children develop engagement, social skills and daily living skills according to their capabilities. For families, the relevant focus is each child’s needs and starting point.

At the Ofsted inspection on 24 and 25 April 2024, no children were attending the nursery. Early years received no separate grade because there was insufficient evidence. That is a dated position, rather than a judgement on the nursery’s quality today.

Granta’s school-wide approach gives communication a practical purpose: helping children make choices and develop independence. The school identifies engagement and daily living skills as priorities alongside social interaction. These aims offer a useful way to think about learning beyond completing classroom tasks.

In 2022-23, the school-wide SEND offer included visual prompts for understanding instructions and personalised PECS approaches. Attention Autism sessions targeted communication and attention, while some classes used TEACCH to support independence and structure for autistic learners. These were school-wide arrangements, rather than a nursery timetable or a promise that every child would receive each intervention.

The same offer described adapting activities and expectations so children could participate, with support varying by child and over time. The practical emphasis was on matching participation to individual needs.

Within that 2022-23 school-wide offer, families could access advice and programmes from speech and language therapists, physiotherapists, occupational therapists and school nursing. Art Therapy and Music Therapy were intended for children with the greatest need for therapeutic intervention. Access depended on need.

Parents’ first contact for SEND concerns was the class teacher, with a pathway leader available for additional worries. Individual targets were shared with families and set twice yearly. Two parent meetings, the annual EHCP review, telephone conversations and Class Dojo provided opportunities to discuss progress. Interpreters could support participation in formal meetings when required.

Nursery attendance does not guarantee a Reception place. Treat planning the next placement as a separate decision from choosing nursery provision.

Granta’s school admissions are managed by the Local Authority through consultation. Families should raise a proposed placement with their current school and their SEND caseworker; the caseworker sends consultation paperwork to Granta. For the next stage, use that route to discuss the placement decision and applicable timing.

Transition support is a separate matter. In 2022-23, Granta’s arrangements for class or school changes included photo books, visits and social stories, alongside information-sharing meetings and group work about change. These practices help explain how a move may be prepared; they confer no admissions entitlement.

For enquiries, contact office@granta.cambs.sch.uk or telephone 01223 896890. Granta’s address is Cambridge Road, Linton, Cambridge, CB21 4NN.

Placement suitability. School placement criteria include an EHCP containing a learning disability, the suitability of special education and sufficient space and resources to meet the child’s needs. Families therefore need to consider whether the proposed placement can support their child, as well as whether a place can be allocated.