Hatherley Infant School Nursery

Learning to express an idea, explore a question and become more independent gives Hatherley’s nursery its stated direction. The school’s ambitions for its nursery children include confident communication, curiosity and emotional wellbeing, placing the emphasis on how children learn as well as what they know.

The nursery sits within the grounds of Hatherley Infant School on Hatherley Road in Gloucester. The school and nursery aim to help children feel included and develop consideration for others. No Ofsted graded rating yet.

Communication is a central curriculum priority. Hatherley aims to help children express themselves clearly because spoken language affects their learning more broadly. For a nursery child, that means the ambition extends beyond acquiring words to having the confidence to communicate an idea or a need.

The curriculum’s stated intentions explicitly include nursery children. Alongside communication, Hatherley aims to develop curiosity, creative thinking and independence. It encourages a growth mindset: children are encouraged to see themselves as learners who can tackle challenges and develop their abilities. These are curriculum aims, rather than promises about an individual child’s progress.

Health, safety and emotional wellbeing also feature in those intentions. Hatherley wants children to understand their place in the local community and the wider world, with Gloucester named as part of that sense of belonging. The nursery’s educational direction therefore combines learning with the confidence and awareness children need to participate alongside others.

Support for special educational needs and disabilities (SEND) includes the Early Years Foundation Stage. The Assess-Plan-Do-Review model brings parents into identifying needs, deciding support and reviewing its effect. Parents can raise concerns themselves; the process does not depend solely on staff noticing a difficulty.

The class teacher and special educational needs and disabilities coordinator (SENDCO) agree adjustments with parents, involving outside professionals where relevant. Progress and engagement are checked at least termly. Where an Individual Education Plan or provision map is needed, it includes the support proposed, its intended effect and review dates. That gives families specific points at which to discuss whether support should change.

An Inclusion Lead also supports families through difficulties, including attending appointments or meetings and making home visits when parents request them. Information is treated confidentially, with an exception where a child’s safety requires sharing it with other professionals.

Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the normal deadline. Treat choosing nursery provision and applying for school as two separate decisions.

For children with SEND, the SENDCO’s responsibilities include liaison with the next education provider. This concerns continuity of support, rather than an admissions advantage.

Enquiries can go to admin@his.dgat.org.uk or 01452 522027. The school office opens Monday to Friday, from 8.30 am to 3.15 pm. Visits can be arranged by contacting the school, giving families an opportunity to discuss the provision before choosing it.