Hexham Priory School Nursery Review

Play, communication and sensory support shape the early years provision at Hexham Priory School. Children can join the Early Years class from two years old, within a special school serving children with severe, profound and multiple learning disabilities, including autism. This is provision built around individual needs.

An early years teacher leads the class, supported by teaching assistants. Physiotherapists, occupational therapists and speech and language therapists contribute to children's education, bringing specialist support into the learning picture rather than treating classroom activities in isolation.

Children's own choices sit alongside activities guided by adults. Together, these cover the statutory Early Years Foundation Stage (EYFS), the framework for early learning and development. Play leads the classroom design, while two workstation areas provide places for more structured tasks. That gives the day room for both exploration and focused activity.

Structure is made visible. Visual timetables and now and next boards help children understand the sequence of activities; TEACCH workstations and objects of reference offer further cues. Communication boards, speech accompanied by signing, and classroom symbols give children different ways to express themselves and understand their surroundings.

Physical spaces support different kinds of activity. The Sensory Room and Soft Play sit alongside a Movement Room used with occupational therapy guidance. A Library and Gymnasium add opportunities for books and appropriate PE, while the Quiet Room accommodates individual work or small groups.

Outside, a patio connects directly to the classroom for teaching and play. Two large play areas contain climbing and play equipment, with trikes and bikes available too. Outdoor musical instruments add another dimension to the sensory garden: movement, sound and exploration all have a place.

In February 2023, Ofsted described early years learning about people who help us, with visits to a farm and the fire station. Those examples connect classroom themes with people and places beyond school.

Sensory needs receive individual attention. Occupational therapists help develop sensory profiles where appropriate, so activities can take account of how a child responds to their surroundings. The early years team also works with physiotherapists and speech and language therapists to address individual needs.

Food is part of learning as well as care. Breakfast is available to all pupils, with options including fruit, crumpets, cereal, bagels and toast. Lunch provides time to practise eating skills, social interaction and table manners. Food is prepared on site, and packed lunches are also used. Special diets and religious dietary requirements can be accommodated.

Medical forms are sent to parents before their child starts and must be signed and dated; administering medication requires written parental instructions. For conversations with home, teachers can be contacted before 9.00am or after 3.30pm. During teaching hours, families can leave a message with the office for a return call.

Attending the nursery does not guarantee a Reception place. Confirm the process for the next placement with the school. Treat choosing the nursery and securing the next school place as separate decisions.

School hours vary with transport: pupils brought by parents attend from 8.45am to 3.00pm, while school transport pupils attend from 9.00am to 3.15pm. These are school-wide arrangements.

Uniform is optional for every pupil. Clothing choices should take account of personal care and the day's activities, making practical comfort the priority. Prospective families are welcome to visit the Early Years provision; contact the school office on 01434 605021 to arrange this. Ask the school for current charges.