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Nursery at Springside
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 If you spot anything outdated or inaccurate, please let us know.
Developmental need shapes the early years day at Springside: children join the learning pathway that suits how they engage, rather than being grouped by age alone. That is the defining feature of this school nursery in Rochdale. Children can begin at three, within a special school where learners have education, health and care plans.
The provision sits within Springside’s wider system of learning pathways. Early years received a Strong standard judgement in the inspection published on 19 May 2026. Teachers and teaching assistants worked effectively together, and children made substantial progress relative to their starting points. The emphasis is on each child’s next step.
The Early Years Foundation Stage (EYFS) provides the principles for learning, with activities shaped around children’s interests and developmental needs. In practice, this means learning through play and direct experience, with teaching focused on what an individual child is ready to learn. Stories, reading and phonics are introduced when suitable for that child.
Springside uses the Equals curriculum approach across the school. Its early years children follow whichever pathway best matches their special educational needs, so the nursery day is part of a personalised learning programme rather than a single programme followed by an entire age group. Personal Learning Plans turn the priorities in each child’s EHC plan into manageable learning steps.
For children following the Experiential pathway, sensory activities, repeated experiences and familiar routines give the day its shape. Therapy advice and healthcare plans are incorporated into daily learning. Within the Exploratory pathway, adult guidance and child-directed activity support play, communication and practical independence. Elements of TEACCH are used where appropriate in this pathway.
The wider school’s specialist spaces include a sensory garden and outdoor classrooms, alongside a hydrotherapy pool and soft play room. These facilities belong to the wider school. Access to specialist interventions, including hydrotherapy and occupational therapy, depends on individual need.
Settling starts with relationships. Families can have visits or video sessions before joining, while meetings at the child’s preschool bring parents and existing and future staff together. For September starters, Springside also contacts involved therapists so that relevant programmes are ready for September.
An open afternoon gives families time to play in their child’s future classroom and meet the staff. September settling generally follows an individual programme over four weeks. This allows the introduction to school to respond to the child, rather than requiring every family to follow an identical start.
Class emails, telephone conversations and informal discussions before and after school continue beyond settling. Weekly family sessions provide another opportunity to speak with the welfare and pastoral team. In May 2026, early years staff were effective at helping parents understand their child’s needs and support learning at home; collaboration with other professionals also brought support into place early.
Nursery attendance does not guarantee a Reception place. Treat the move to Reception as a separate placement decision, rather than assuming that attending the nursery secures it.
Springside is a local authority maintained special school, and families need to pursue placement arrangements through Rochdale’s SEND team. The school cannot allocate places directly. For the next stage, families should discuss the Reception placement process with that team; the settling programme described above supports joining Springside and should not be read as an admissions advantage.
The school office can be contacted on 01706 764451 or at office@springside.rochdale.sch.uk. Office hours are 8am to 4pm. These are contact hours, rather than nursery session times.
Families considering Springside can arrange to look around the school. The joining programme includes a discussion of lunches, uniform and the expectations shared by home and school, giving families practical preparation alongside classroom familiarisation.
Children can start at three. Springside is a special school, and its learners have education, health and care plans.
Placement follows developmental and special educational needs rather than age alone. Children access the learning pathway suited to them.
It can include visits or video sessions, a meeting involving preschool staff and parents, and an open afternoon. In September, an individual settling programme generally runs over four weeks.
No. Families should discuss the next placement stage with Rochdale’s SEND team. Springside cannot offer school places directly.
Parents can use class emails, telephone calls and informal conversations before and after school. Weekly family sessions also offer contact with the welfare and pastoral team.
