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Nursery at Greenmead 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 If you spot anything outdated or inaccurate, please let us know.
A first gesture, a choice made with a picture, or progress with feeding: Greenmead’s early years provision gives these developments real weight. Communication and sensory learning shape the day, with specialist adults helping children build independence from their own starting points.
The small nursery cohort belongs to a Wandsworth maintained specialist primary school admitting children from age two. Greenmead caters for severe or profound learning disabilities, often alongside physical, communication or health needs, and shares its site with Ronald Ross Primary School. Ofsted’s report dated 24 February 2026 graded early years at Strong standard; this is an early-years judgement within the school inspection.
Learning starts with ways to express a need or make a choice. Objects, picture prompts and buttons that select an option give children routes into communication. Adults respond to early attempts, then extend them through repeated words, songs and conversations during play. Speaking is one option alongside gestures, images and eye contact. That matters for children whose communication is still emerging.
The Early Years Foundation Stage (EYFS) organises learning around children’s development. Here, its learning areas connect with the school’s wider curriculum pathways, while communication and sensory development take the lead. Activities remain accessible for children with physical and sensory needs, so exploration can also be practice in movement, interaction and independence.
Books have a clear place in that pattern. Children share stories and songs, encounter early phonics when appropriate, and have reading spaces where they can explore books for themselves. Adult-supported reading and independent browsing serve different purposes: one builds interaction, while the other gives children opportunities to choose and investigate.
Therapy also extends into classroom activity. Speech and Language Therapy, Occupational Therapy and Physiotherapy contribute according to each child’s needs and plan, connecting educational activity with communication, everyday skills and physical development.
Settling is planned around the child. Once a placement is confirmed, preparation may involve school visits, meetings with the existing setting or professionals, and an individual induction plan. A risk assessment meeting can address healthcare plans and essential specialist equipment before the start. For families managing complex needs, this makes practical preparation part of induction.
Calm routines and responsive adults support children’s readiness to learn. Early-years staff agree developmental next steps with families and therapists, including progress in sitting, feeding, engagement and accepting unfamiliar experiences. These are meaningful care and learning goals, rather than a single expectation for the whole group.
Feeding support has a specific clinical route. The Feeding Clinic runs twice per term, with speech and language therapy and nursing involvement, supported by community nursing and dietetics. It supports swallowing difficulties or significant nutritional concerns. Occupational Therapy can also address seating and equipment for eating and personal care, linking daily routines with greater independence. Dressing, toileting and play skills are also part of its work, giving children further opportunities to develop everyday independence.
Parents contribute to termly therapy targets and Individual Education Plans (IEPs). Where an EHCP includes therapy provision, an allocated therapist oversees its implementation; input from every discipline is not automatic. Changes to the type or intensity of therapy are agreed with parents, giving families a role as their child’s needs evolve.
Nursery attendance does not guarantee a Reception place. Plan the Reception stage separately through the appropriate placement process. Greenmead’s admissions route runs through Wandsworth Local Authority and requires an Education, Health and Care Plan (EHCP) identifying a suitable placement. Families from outside Wandsworth must also approach its Special Needs Assessment Section (SNAS), rather than apply directly to Greenmead. Discuss the next placement stage with that team.
Greenmead is at 147 Beaumont Road, Southfields, London, SW19 6RY. Contact the school office on 02087891466 or admin@greenmead.wandsworth.sch.uk for enquiries and to arrange a visit. Placement requests go through the local authority; the SNAS contact is SNAS@wandsworth.gov.uk.
A small nursery cohort within a maintained specialist primary school for children with severe or profound learning disabilities, often alongside physical, communication or complex health needs.
Adults support communication through objects, picture cues, choice buttons, gestures, eye contact and speech, using songs, stories and play to develop interaction.
After a placement is confirmed, preparation may include visits, professional meetings, a personalised induction plan and a risk assessment covering healthcare and specialist equipment.
Therapy follows individual needs and EHCP provision. Input from all three main disciplines is not necessarily required, and changes in support are agreed with parents.
No. Plan Reception separately with the relevant placement team. Greenmead admissions are coordinated by Wandsworth Local Authority, with out-of-borough requests also directed to Wandsworth SNAS.
