Curnow School Nursery Review

Touch, music and sensory storytelling shape Curnow’s early years offer. Play follows children’s interests, with specialist approaches woven into learning rather than treated as separate extras. This is provision designed around individual needs.

Curnow School has nursery provision and admits pupils from age three. Its Lower School covers early years through primary education and shares a site with Illogan Primary School in Illogan. The Lower School building is purpose built. At the inspection on 12 and 13 November 2024, no early years children were enrolled, so that visit should not be read as an evaluation of an occupied nursery.

The Early Years Foundation Stage (EYFS) provides the framework: children learn through exploration and play, developing communication, relationships, movement and early understanding of the world. Planning draws on their interests and on work with families and other professionals. The emphasis is on a child’s own starting point.

Maths takes practical forms. Cooking, measuring, sorting and songs introduce ideas through activities adapted to each child. Stories and rhymes include sensory experiences, while mark-making also uses sensory activities. Art, music and dance give children ways to express ideas and feelings beyond spoken language.

Several named approaches make the specialist offer concrete. TACPAC pairs music with touch for sensory communication; Intensive interaction supports early communication and relationships with adults. Sensology uses familiar rhymes and songs to stimulate the senses and movement. Attention Autism sessions focus on engagement and learning behaviours. These are different ways into shared attention and participation, rather than a single teaching method for every child.

Outdoor spaces and equipment accessible to different needs support physical exploration. Technology also forms part of children’s encounters with their surroundings. Partner therapists contribute to the physical development offer, connecting learning activities with individual support.

A key worker is assigned during each child’s early days. That gives the child a familiar adult with whom to build a relationship. The Family Liaison team supports entry to school by gathering information from families and outside agencies and organising class welcome portfolios.

Communication continues through each pupil’s day2day communication book and termly parent progress meetings. For a child whose needs are complex, those regular exchanges provide opportunities to share observations between home and school. The Specialist Intervention Team can support communication resources, sensory regulation and therapy programmes within class time.

Clever Chefs supplies school meals on a three-week rotating menu, with dietary requirements accommodated. Medical support includes training and competency checks for staff from children’s community nursing services. Medication management uses Medical Tracker. Dedicated therapy hub spaces on both school sites support a service covering physiotherapy, occupational therapy and community dietetics.

Nursery attendance does not guarantee a Reception place. Curnow’s specialist placement route is through the local authority: pupils have an Education, Health and Care Plan, and placement decisions rest with the Statutory Special Educational Needs Panel. An EHC assessment or evidence gathered at an annual review forms the admissions route.

Continued placement is subject to statutory annual review. Families should therefore treat the Reception stage as a separate admissions question, rather than assume nursery attendance secures the next place. Support with transition and information-sharing is distinct from entitlement to admission.

Visits can be arranged with the Family Liaison Worker through 01209 215432. General enquiries can also go to secretary@curnowschool.org.uk.

Uniform is encouraged, with flexibility for individual needs. The suggested clothing includes a navy logo sweatshirt or cardigan, a polo shirt in pale blue, navy or white, and grey or black trousers, a pinafore or skirt. This flexibility matters for children who find uniform difficult to wear.