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Nursery at The Clare 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 If you spot anything outdated or inaccurate, please let us know.
Responding to a name, choosing an activity and finding a way to communicate are central to nursery learning at The Clare School. Children join from three with an education, health and care (EHC) plan, within a school specialising in learning difficulties alongside physical, medical and sensory needs. Nursery and Reception share an early years class. The emphasis is on each child's development, with learning adapted to their needs.
Daily morning routines give children opportunities to respond to their names, take turns and share activities. Intensive Interaction, individual programmes and Speech and Language sessions provide further ways to practise communication. These are practical foundations for expressing a preference or participating with classmates.
The Early Years Foundation Stage (EYFS) curriculum initially concentrates on communication, physical development, and personal, social and emotional development. Other areas enter gradually as children become ready. Much of the learning is guided by adults, while children can initiate activities where that suits their needs. Individual work, small groups and class activities give different ways to participate.
Topics connect learning across subjects. Books are explored through several senses, with access to the school library; phonics and early writing are introduced where appropriate to the individual child. Number songs and real objects make mathematics tangible. Children can explore quantity through objects they can handle rather than relying only on spoken explanations.
Movement has several settings: EYFS children have opportunities for swimming, soft play, rebound therapy and sensory rooms. Music and Movement sessions focus on body awareness and coordination. Weekly outdoor learning extends activities beyond the classroom, while the Sensory Studio and ICT equipment support exploration. A specialist music teacher also leads a weekly session, giving music a regular place alongside art and movement.
Feeding and toileting are opportunities to develop independence at a pace suited to the child. Mobility and posture are addressed alongside learning, including physiotherapy and exercise plans, with professionals involved in supporting these needs. Across the school, trained support assistants carry out physiotherapy programmes, postural management and medical interventions, working with NHS staff and families.
Each EYFS child has a Learning Support Plan (LSP), revised termly by teachers in collaboration with parents and other professionals. Its targets connect to the child's EHC plan outcomes. Earwig allows parents to view observations as staff upload them and contribute examples from home. That gives families a practical role in sharing progress across both settings.
School lunches are hot meals provided by Norse Catering. The Clare School participates in the Healthy School Norfolk scheme. Feeding independence remains part of early years learning, alongside the child's other personal care needs.
Reception admission. Attending the nursery does not guarantee a Reception place. Nursery and Reception admission should be treated as separate decisions; school admissions go through the local authority. Keep the placement decision distinct from the familiarity of sharing an early years class.
The Clare School is on South Park Avenue in Norwich, NR4 7AU. School lesson hours run from 8:45am to 3:25pm; these are whole-school hours. General enquiries go to the office on 01603 454199 or office@clare.norfolk.sch.uk. The office opens from 8am to 4:30pm, giving families a contact window extending beyond lessons. Urgent enquiries should be made by telephone.
Children can join from three years old with an EHC plan.
Learning initially emphasises communication, physical development, and personal, social and emotional development. Other areas are introduced as children become ready, with adult guidance and suitable opportunities for children to initiate activities.
EYFS children have opportunities for swimming, rebound therapy, soft play and sensory rooms, alongside weekly outdoor learning and access to the Sensory Studio.
Parents can view staff observations on Earwig and add observations from home. They also help shape the termly Learning Support Plan with teachers and other professionals.
No. Nursery attendance does not guarantee a Reception place. School admissions are made through the local authority.
