Newton Bridge Academy Nursery Review

Small steps in communication, sensory engagement and independence shape Newton Bridge Academy’s Stepping Stones EYFS/KS1 provision. In this phase, the school aims to help children become comfortable with other people and their surroundings before building towards further learning. Progress starts with the individual child.

Newton Bridge Academy has nursery provision and describes itself as an all-needs specialist school. Its Stepping Stones provision covers EYFS and Key Stage 1, with sensory and play-based approaches. These are different ways of organising learning around children’s developmental needs.

For the school's EYFS/KS1 phase, Stepping Stones draws on the Early Years Foundation Stage (EYFS) and the Engagement Model. The Donaldson and Potter class arrangements below belong to that phase. In practical terms, its planning starts with children’s interests, existing skills and needs. Each child has an Individual Progress Plan, with targets informed by their EHCP and professional advice. Small changes in attention, participation and communication therefore shape the next learning steps.

Donaldson, the sensory class, uses brief periods of child-led engagement and opportunities to request appealing activities. Attention Autism and TAC PAC are among its named approaches. Water therapy, exploration outdoors, rebound and sensory integration support regulation, while therapeutic planning follows professional recommendations. Learning includes becoming more comfortable with the surrounding environment.

Potter, the play-based class, combines activities children can explore with short periods of individual or small-group teaching. TEACCH stations provide a physical focus for individual work. The class also works on accepting others and developing readiness to learn, so social participation sits alongside focused activities.

Separating from familiar adults is an explicit concern in the Stepping Stones EYFS/KS1 phase. The school aims to support both children and families through this first educational experience, using trauma-informed practice where appropriate. That makes emotional adjustment part of the approach to learning.

After a placement is agreed, the school supports its initial stages through close communication with parents and carers. At school level, the team includes a SENDCo, family liaison officers and a Portage Worker. These roles give families identifiable points of contact for discussing educational and practical concerns.

Lunchtime also has a learning purpose across the school: practising independence and social skills. Good Lookin Cookin supplies school meals, with vegetarian choices and arrangements for special diets. This combines the practical question of food with opportunities to develop everyday skills.

Nursery attendance does not guarantee a Reception place. Confirm your child's Reception placement arrangements with the school and local authority. At this specialist school, placement normally requires an EHCP that names the academy; limited exceptions require the relevant agreements. The local authority considers whether the school can meet the child’s needs and consults the school before deciding on admission. Familiarity with the setting should therefore be kept separate from the placement decision.

For enquiries, telephone 01476 564994 or email enquiries@newtonbridge-cit.co.uk. Newton East is on Sandon Close in Grantham; Newton West is on Dysart Road.

Across the school, uniform expectations allow discussion of sensory discomfort. Plain polo shirts and sweatshirts are accepted alternatives to branded clothing, and the school encourages manageable fastenings to support independence. Comfort and practical dressing skills matter alongside the uniform itself.