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Nursery at Richard Cloudesley 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 If you spot anything outdated or inaccurate, please let us know.
Communication shapes the early years offer at Richard Cloudesley School. For children who need alternatives to speech, its specialist approach brings aided communication into daily learning rather than treating it as a separate exercise. The school admits children from age two, with an Education, Health and Care (EHC) Plan or an assessment towards one required for entry.
This is provision for children with learning difficulties, often severe or profound, alongside complex additional needs. An early years lead practitioner forms part of the staff structure. The primary department shares Golden Lane Campus with Prior Weston School, giving families a distinct primary-site contact for enquiries.
The early years class follows the statutory Early Years Foundation Stage (EYFS). Children build communication and physical skills, learn about relationships and feelings, explore early reading, writing and maths, discover the world around them, and express ideas creatively. Learning is adapted to each child's development and needs. In October 2023, Ofsted found that the early years curriculum was skilfully tailored to complex learning needs, with strong learning, care and well-being provision from the outset.
Communication has practical tools behind it. Staff learn to use Augmentative and Alternative Communication (AAC), including Pragmatic Organisation Dynamic Display (PODD), alongside eye gaze technology and iPads. These give children routes to express themselves beyond speech. Across the school, trained communication partners model aided language in everyday exchanges, making conversation part of learning throughout the day.
Physical development and communication targets are woven into daily planning. The wider school has sensory rooms, while occupational therapists and physiotherapists work alongside education staff on physical needs. These are school-wide resources rather than a separate nursery programme.
Early years practitioners record children's developing skills against EYFS goals through Evidence for Learning (EfL). Those observations inform what comes next. The emphasis is on the child's next learning step, with evidence gathered as learning happens.
Settling includes time for parents as well as children. Families of early years children can spend time at school during the opening weeks, and parents can keep in touch through calls and visits. That gives the class team opportunities to learn from the people who know the child best.
Before entry, assessment brings together learning, therapy and medical needs. A transition meeting includes the family, the new classroom team, therapists and medical staff; a further multidisciplinary review follows within six weeks of starting. Early years children then have reviews every six months until age five, providing regular opportunities to reconsider support as needs change.
Both school sites have accessible changing and hygiene facilities. Where appropriate, individual medical plans are developed with families and health professionals. Therapy arrangements. Children attending from other boroughs receive a basic offer, with additional health or therapy provision arranged separately with their home borough. Families need to consider that distinction alongside the educational placement.
Nursery attendance does not guarantee a Reception place. The school's admission arrangements do not include nursery attendance among their oversubscription criteria. Families should keep the next placement decision separate from the experience of attending nursery.
The school's placement process involves the child's home local authority and formal consultation over their EHC Plan. Registering interest with that authority is part of the route. The transition meetings described above support entry to the school; they should not be read as a promise of Reception admission.
The primary department's day runs from 9:15am to 3:15pm. Enquiries go to the primary team on 02077864800 or admin@cloudesley.islington.sch.uk. Families can arrange an appointment with the headteacher to view the school with their child.
There is no formal uniform. Comfortable clothes, manageable fastenings and a spare outfit are practical priorities, especially where clothing needs to accommodate movement, therapy or personal care. The school recommends clothes suitable for messy activities, with warm outdoor layers in colder weather.
The school's admission criteria begin at age two. Children need an EHC Plan or must be in the process of obtaining one.
Its communication approach includes PODD, other AAC systems, iPads and eye gaze technology. Staff are trained to support alternative ways of communicating.
Yes. Parents of early years children can spend time at school during the first weeks, and calls and visits are welcome.
No. Nursery attendance does not guarantee a place, and it is not included among the school's oversubscription criteria. The school's placement route involves the home local authority and EHC Plan consultation.
No formal uniform is required. The school recommends comfortable, easy-to-manage clothing and a spare set each day.
