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Nursery at Mill Ford 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 If you spot anything outdated or inaccurate, please let us know.
Songs, sensory stories and small steps in communication give Mill Ford’s early years provision its character. Nursery provision belongs to a special school admitting children from age three, with a specialism in severe and profound learning difficulties, complex medical needs and autism. For parents, the focus is on learning shaped around a child’s development and support needs.
The school’s ACCESS ethos links communication and enjoyment with practical skills and independence. These priorities translate into early years activities that help children explore, interact and make sense of everyday routines.
The Early Years Foundation Stage (EYFS) approach brings learning into play, movement and interaction. Personal, social and emotional development combines activities led by adults with opportunities directed by children. Individual progress is tracked using Development Matters, so the emphasis is on each child’s next steps.
Essential Letters and Sounds introduces language through its rhythms and sounds from EYFS onwards. Sensory storytelling, action songs, nursery rhymes and shared books sit alongside communication through pictures and other aids. This gives children different ways to participate in stories and early reading activities.
Maths begins with practical experiences. Children sort objects, explore patterns and encounter positional language while putting toys away. Timetables support an understanding of routines and passing time. The learning has an everyday purpose.
Expressive arts follows topics, developing exploration and creative responses. Physical development also works towards individual goals, with daily opportunities for both independent and adult-supported activity. Across the school, mornings include a fifteen-minute Wake and Shake session involving movement such as dance and circuits.
A hydrotherapy pool is part of the wider school’s physical provision. It supports therapy programmes, while beginning swimmers use it to build confidence in water. Access for children with hydrotherapy needs is an aim of at least twice a week, rather than a universal nursery timetable.
Settling starts before entry. A class teacher visits the child’s existing placement and reviews assessment information; parents and staff then shape a transition programme around the child. Visits can gradually become longer and more frequent. A meeting during the first term gives parents a specific opportunity to discuss how settling is going.
Each class has a teacher and at least three teaching assistants. The wider school also has regular input from speech and language therapists, who work with families and teachers on communication. Parents can use communication books, or agree email contact with the class teacher, to keep home and school connected.
Medical care has a defined structure. A nurse works throughout the school day, and parents are told about medical treatment their child receives. Medication requires written parental permission; children receiving regular or emergency medication need a healthcare plan reviewed at least annually.
CATERed runs the school kitchen, preparing hot meals each day. Packed lunches are also used by pupils, giving families another lunchtime option.
Nursery attendance does not guarantee a Reception place. Families should confirm their child’s Reception arrangements with the school and local authority. The published guidance for special-school placements directs families to local authority SEND teams, with requests made during the EHCP process or an EHCP review. Plymouth’s allocation team also handles placements for children living in Devon or Cornwall.
The personalised programme for joining Mill Ford supports familiarisation with a new placement. That practical support is distinct from the decision to allocate a place.
Visits can be booked through the school office on 01752 300270, provided the child has an EHCP or is applying for one. General enquiries can also go to info@millfordschool.co.uk.
School uniform uses a dark grey jumper with a different shirt colour for each weekday, helping children recognise the days. Items can be bought without the school logo. Transport applications go through Plymouth City Council and depend on eligibility; processing can take up to thirty days, so timing matters once a place is offered.
The school admits children from age three and has nursery provision. It caters for children with profound and severe learning difficulties.
Parents, the existing placement and Mill Ford agree an individual transition programme. Visits can increase in length and frequency, and parents have a settling meeting during the first term.
Activities include sensory stories, songs, shared books, practical maths, expressive arts and daily physical development opportunities, with learning adapted to individual goals.
No. Confirm your child’s Reception arrangements with the school and local authority. Mill Ford’s general placement guidance directs families to local authority SEND teams; placement requests can be made during the EHCP process or a review.
Yes, if their child has an EHCP or is applying for one. Contact the school office on 01752 300270 to arrange a viewing.
