Coppice School Nursery Review

Communication can begin with a picture card here. Coppice supports children with PECS from the start of school, giving them a way to express a need before spoken language develops. Its nursery belongs to the Early Years phase of a special school in Hatfield, Doncaster, where provision starts at age 3 and the primary designation is Severe Learning Difficulties.

Development matters more than a child's birthday in organising learning. Groups can cross age boundaries, including older children continuing within EYFS provision. For families, that makes the child's learning and care needs central to the experience.

The Early Years Foundation Stage (EYFS) sits alongside Coppice's personalised curriculum. Learning follows developmental starting points, with the Informal, Semi-Formal and Formal pathways organising skills into colour bands. The school uses Early Years Framework end points within this approach. Communication, sensory and physical development, independence and emotional needs shape individual targets.

Makaton adds signs and symbols to spoken words; teaching staff have Level 1 training. PECS develops from exchanging individual pictures towards constructing requests in sentences. These give children different ways to make choices and communicate. Snack, lunch and breaks also become opportunities to practise independence and interaction, often connected to Education, Health and Care Plan (EHCP) targets.

Music brings movement and sound into early learning. EYFS activities include exploring sounds, sensory music play, rhythm and songs, with communication aids incorporated into teaching. Early years independence goals include dressing, drinking, feeding and toileting. Pretend kitchens and play based on jobs such as nursing connect learning with familiar daily experiences.

Outdoor classrooms adjoin each classroom, and the school has playgrounds and sensory rooms. Indoors, muted furnishings and white or grey walls form part of the school environment. Trampettes, body socks and gym balls provide options for movement and sensory regulation. A sensory garden adds another outdoor space for this purpose.

Settling starts gradually. New pupils begin with short visits, which build towards whole days and weeks as staff exchange information about their needs. Families also take part in a home visit or school visit once a placement is agreed, helping staff plan the start together.

Class teachers and teaching assistants are the everyday contacts for parents. Key workers and the Family Support Team also support families. Class Dojo contact is daily for pre-verbal learners, while telephone contact can follow parents' requests. Termly consultations and annual reviews provide opportunities to discuss targets and care. DoJo can translate messages, and meeting translators can be arranged with advance notice.

Meals are cooked on site, with individual dietary requirements catered for where needed. Adapted hygiene facilities and classroom therapy areas form part of the school's resources. School-based physiotherapy, occupational therapy and speech and language therapy teams contribute specialist support; the health practitioner also helps families with eating, sleep and health conditions.

Nursery attendance does not guarantee a Reception place. Coppice's placement route centres on the EHCP and local authority SEND service: the authority assesses needs and commissions a place, consulting the school before naming it in the plan. Nursery attendance is not a placement priority; the criteria concern assessed need, an EHCP and the use of resources. Families should approach their local authority SEND Assessment Team about the next placement decision.

Class changes have their own preparation. Teachers exchange academic and care information towards the end of the year, and children spend time in their next classroom before the summer break wherever possible. Familiarisation supports the move; it is separate from entitlement to a place.

Foundation Stage children can have a flexible placement, either when the place is commissioned or later during attendance. The general school timetable runs from 8:50am to 3pm. Bus handovers begin at 8:45am, with children supported back onto transport at 3pm.

Places are commissioned and funded by local authorities according to assessed EHCP needs. Transport assistance requires an application and eligibility assessment through Doncaster Council. Families can contact the school directly to arrange a visit, by calling 01302 844883 or emailing coppice.admin@nexusmat.org.