Ormiston Queensmill Academy Nursery Review

Circle time, movement and time to relax give the early years day at Ormiston Queensmill Academy its shape. This is nursery provision within a specialist academy for autistic children, with education beginning at age three. Individual needs guide the learning: small classes, substantial adult support and therapy input are features of the academy’s provision.

The early years timetable is shared with Key Stage 1. Across the academy, personal learning plans connect classroom activities with each child’s strengths and needs, rather than expecting children to work towards identical goals. That individual focus matters for families whose child needs support with communication and sensory regulation alongside learning.

At 9:00, circle time begins the day, followed by a morning break and a slot for snacks and toileting. Two half-hour lessons precede lunch at 11:30. The afternoon includes another break, relaxation and toileting, then two further lessons. Play runs from 2:00 to 2:30, with snacks, toileting and closing routines taking children through to 3:00. Care routines have their own place in the timetable.

Play and children’s interests shape the academy’s teaching approach. SCERTS brings together social communication, emotional regulation and transactional supports, meaning the support around a child. Sensory stories, creative arts and sensory exploration sit alongside approaches including TEACCH and TACPAC. Each pupil has seven personal targets per term, with therapists contributing to their planning. This gives individual priorities a place within class activities.

Physical provision includes a playground designed for accessibility and soft play. The academy’s sensory facilities include the Body Shop for movement, a space for water play and a multisensory area for calming. These spaces support sensory regulation alongside classroom learning.

For the Early Years Department, PE and trampoline each have an allocation of one hour per week. The programme also includes one-to-one sessions, 18 weeks of swimming and six weeks of Snakes & Ladders. Movement extends beyond classroom breaks.

Settling is paced around the child. A transition plan is agreed with parents and, where relevant, the previous setting; visits can gradually lengthen before a full day begins. Familiar adults may accompany children, while comforting objects, social stories and photographs help introduce the change. Favourite snacks used during transition visits must be nut free.

A consistent class team works alongside speech and language therapists, occupational therapists and family support. Individual emotional regulation plans guide staff responses to changing needs. Parents contribute to learning and support plans, with contact through conversations, telephone calls and a home school diary. Feeding and medication are among the areas covered by staff training; lunch, snacks and toileting also have scheduled places in the early years day.

Nursery attendance does not guarantee a Reception place. For this specialist setting, discuss Reception placement separately with your child’s EHCP Coordinator: admissions go through the child’s local authority, and placement decisions depend on whether the academy can meet the child’s needs and has space.

Class changes have their own preparation. The next teacher spends time observing the child in their existing class, children visit their new classroom, and illustrated transition booklets introduce unfamiliar rooms and adults. These practices prepare children for change; they are separate from the placement decision.

The pupil day runs from 9:00 to 3:00, Monday to Friday. School uniform is optional.

Prospective parents can arrange a visit by emailing info@oqma.co.uk or calling 020 8740 8112. A visit includes a tour and conversation, with opportunities to see shared areas and briefly observe a lesson. It gives families a concrete way to explore the setting before discussing their placement preference with their EHCP Coordinator.