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Nursery at The Lincoln St Christopher's 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 If you spot anything outdated or inaccurate, please let us know.
Small steps shape the early years provision at St Christopher’s: each child’s learning begins with what interests them and what they can already do. This is specialist education for children whose complex learning needs cannot typically be met in mainstream provision. Individual starting points drive the day.
The nursery belongs to The Lincoln St Christopher's School, part of the Lincoln Saints Federation. Its primary provision is on Skellingthorpe Road in Lincoln, in a purpose-built school. The emphasis for families is on learning adapted to their child, rather than expecting children to follow one developmental timetable.
Personal learning intentions give activities their direction. These draw on education, health and care plans (EHCPs), professional advice and approaches including Routes for Learning, SCERTS and the Springboard curriculum. Adults observe incremental changes in engagement and use them to plan the next challenge. That makes a child’s response to an activity useful information for future teaching.
The Early Years Foundation Stage (EYFS) brings together learning about communication, movement, relationships and emotions, alongside early reading, maths, creativity and understanding the world. Here, children explore through play and direct experience, with opportunities to investigate and solve problems. Indoor learning spaces and outdoor environments both support exploration; activities are shaped around children’s needs and motivations.
Communication also runs through the wider school day. A total communication approach supports pupils to express themselves using their preferred system. Makaton signs are taught weekly across the school, with signing encouraged alongside a pupil’s usual communication. For children able to access phonics, Read Write Inc. is adapted to the learner and class group. These approaches provide different ways to participate, rather than relying solely on speech or reading.
Starting support is personalised too. New EYFS pupils are supported by the early years teacher, with portage and other professionals contributing knowledge about the child. Transition arrangements can involve visits at home or to the existing setting, conversations with familiar staff and resources that help prepare for school. Once a class is allocated, its teacher contacts the family and current setting to understand the child’s interests and learning needs.
Tapestry connects home with learning in the classroom. Families receive information about personal learning intentions and engagement, and can contribute photographs, videos and observations from home. ParentMail handles school messages, permissions and dinner booking, giving practical communication a separate channel.
Care needs have individual arrangements. Pupils who need intimate care have plans describing how staff should support them; staff receive moving and handling training. School safeguarding practice includes watching for changes in non-verbal communication, important for children who cannot explain a concern through speech.
Food provision includes the school’s Magic Breakfast partnership. Its catering arrangements also include blended and pureed menus, with allergen and dietary information. Breakfast free-place criteria can be discussed with the school office.
Nursery attendance does not guarantee a Reception place. Families must treat Reception as a separate application, using the appropriate route and meeting its deadline. Applying for a special-school place requires an EHC plan.
Preparation for a new class is a separate matter from admission. In the term before a class change, pupils can spend time with their future staff and classmates in the new classroom. Familiarity can help make the change less daunting; it does not secure a place.
The school day runs from 9.00am to 3.15pm, with lunch at noon; timings may vary between curriculum pathways. These are school-day times. Contact the primary office on 01522 300973 or use the primary enquiry form for nursery enquiries. Prospective families can telephone to arrange a school visit.
Uniform is recommended rather than compulsory. The suggested clothing includes a logo polo shirt and sweatshirt, dark skirts or trousers, and suitable footwear other than trainers. Generic items and the school’s second-hand uniform supply give families alternatives when organising clothing.
No. Reception is a separate admissions step, and nursery attendance does not guarantee a place. An application for a special-school place requires an EHC plan.
Each child has personal learning intentions informed by their needs, starting points, EHCP and professional advice. Staff use observations of engagement to adjust planning.
The EYFS teacher supports new early years pupils, working with portage and other professionals. Individual transition arrangements can include visits and contact with the child’s existing setting.
Parents can add photographs, videos and information to Tapestry. The journal also shares children’s learning and engagement with families.
No. School uniform is recommended, and generic items and second-hand clothing are alternatives.
