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Nursery at Vale of Evesham 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 If you spot anything outdated or inaccurate, please let us know.
Specialist support alongside a mainstream nursery place defines the Vale of Evesham School Nursery Assessment Class. Children with additional needs attend for targeted learning and assessment ahead of starting school. The placement is temporary: it can last a term or continue until the child reaches Reception. Families should see it as a period of specialist input, with the next placement considered separately.
Within the school’s Early Years provision, the nursery combines play with individual learning targets. A staff member supports mainstream settings where children hold split placements, helping the two teams connect their work rather than treating each nursery day in isolation.
Play has a clear purpose here. The Early Years Foundation Stage (EYFS), the framework for young children’s learning and development, combines activities children choose with teaching directed by adults. The Early Years pathway is called Be more playful. Communication, relationships, emotional development and practical independence receive particular attention, so learning includes making choices, joining others and managing everyday tasks.
A predictable routine gives sessions their shape. Adult activities are adapted to individual needs, while staff join children’s play to demonstrate, comment and extend what interests them. The classroom is arranged around children’s development and interests; an outdoor learning area gives them another setting for exploration.
Books are accessible outdoors as well as indoors. Daily stories use sensory experiences, individually or in groups, while creative activities include dance, music, imaginative play and art. Intensive Interaction supports communication through shared play. Visual prompts and objects help children understand activities and changes in routine, reducing reliance on spoken instructions alone.
Assessment starts with time spent getting to know each child. Early Support tracks development. If children are making progress with it, staff may also use Birth to 5 Matters. Individual next steps are shared with families, giving parents practical targets to continue at home.
Settling begins with relationships. After sessions are agreed, the nursery team contacts families and may arrange a home visit to discuss the child’s needs. Every new child and their parent or carer is invited to explore the playroom when the class is quiet, usually outside school hours. That offers a gentler introduction to unfamiliar surroundings.
The class teacher holds the formal key person role, while the whole team works with the children. Tapestry shares nursery learning and achievements with parents. Regular meetings also bring families and the professionals supporting their child together.
Food is part of learning, too. Early Years snack and meal sessions develop communication and acceptance of different foods. Fruit is offered at snack time, with water and milk available. Lunch comes from an external provider. The school aims to work with families and professionals to accommodate dietary requirements and limitations. Staff are aware of allergies and individual eating and drinking plans; staff supporting these plans receive dysphagia training from speech and language therapy.
Personal care is planned individually, and toileting routines support independence. Each Early Years class has at least one paediatric first aider. The nursery works closely with speech and language therapists, while Early Years staff receive training covering specialist needs and early childhood practice.
Nursery attendance does not guarantee a Reception place. Families must apply separately for their child’s school placement through the appropriate admissions process. Worcestershire Local Authority is the school’s admissions authority, and admission to the school requires an Education, Health Care Plan. Keep the nursery placement and the next school placement as separate decisions.
Assessment helps identify children’s needs before school entry. Next-step targets are shared with other settings and professionals, and the outreach service can support transition meetings for mainstream school. This is preparation for the move, rather than an entitlement to a place.
Session arrangements. Pre-School Forum agrees attendance and the local authority funds it. Children generally attend three sessions alongside their mainstream nursery. These sessions use universal funded hours; remaining hours can be taken at another nursery. Private payment for nursery sessions is not possible, so this is an agreed support arrangement rather than a privately purchased booking.
The team shares session times during introductory visits. For enquiries, contact enquiries@valeofeveshamschool.org or call 01386 443367. The nursery is at Vale of Evesham School, Four Pools Lane, Evesham, WR11 1BN.
It provides specialist support for children with additional needs and assesses their needs before school entry. Placements are temporary and may last from a term until the child starts Reception.
Yes. Children ideally also attend a mainstream nursery, and a nursery staff member supports settings where children have split placements.
No. Sessions must be agreed by Pre-School Forum and are funded by the local authority. They use the child’s universal hours, with remaining hours usable at another nursery.
The nursery shares individual next-step targets and uses Tapestry to share learning and achievements. Parents can access their child’s learning journey using an email-based account.
No. School admission is a separate process through Worcestershire Local Authority, and admission to the school requires an Education, Health Care Plan.
