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Nursery at Lime Academy Forest Approach
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 If you spot anything outdated or inaccurate, please let us know.
Play, communication and individual learning targets shape the youngest children’s provision at Lime Academy Forest Approach. The nursery sits within a special school in Havering, with N2 included in its Early Years offer. The emphasis is on learning through play and experiences adapted to children’s additional needs.
School provision supports children with complex or moderate needs affecting cognition and communication. Placements are based on an Education, Health and Care Plan (EHCP), although the local authority may agree a placement while an assessment is underway. That makes the match between a child’s needs and the provision central to the choice.
Early Years teaching centres on play and practical experiences. Learning is personalised around children’s development, interests and abilities, rather than expecting everyone to progress through identical activities. The school uses Pre-formal, Semi-formal and Formal pathways to organise that adaptation.
Communication has several forms here. Total Communication includes signing through BSL or Makaton, objects, pictures and communication devices alongside speech and vocal sounds. A child can therefore express a preference using a method suited to them. Where appropriate, staff also use approaches such as Intensive Interaction and Attention Autism.
For learners following the Pre-Formal Pathway, sensory experiences are planned around individual needs, and familiar adults interpret early communication. Learning targets connect with EHCP outcomes. The practical focus includes expressing needs, exploring the surrounding world and developing independence.
Physical access matters too. Classrooms occupy a single level, and the school accommodates wheelchair users. An on-site Hydrotherapy Pool supports individual physical development targets; access forms part of a pupil’s personalised curriculum. These are school facilities, with use shaped by the individual child’s programme.
Starting arrangements can be gradual. Children new to the school meet staff and peers before they begin, and a phased introduction can be arranged when change is difficult. This gives settling a pace matched to the child rather than a fixed expectation for everyone.
Teachers and teaching assistants remain closely involved with their classes during the day. Communication with families includes Arbor and Evidence for Learning, meetings with teachers and contributions from other professionals. Yearly EHCP reviews bring individual targets and progress into those discussions.
Support also connects education with therapy. Physiotherapists, occupational therapists and speech and language therapists contribute according to children’s needs. The adapted Zones of Regulation approach forms part of daily routines, aiming to help learners recognise and communicate feelings.
Meals are prepared by the school’s own catering team. For children experiencing swallowing, eating or drinking difficulties, specialist speech and language therapy assessment can follow an accepted referral from a parent, staff member or another professional. Recommendations are tailored to the child, making this a relevant care arrangement for families managing feeding needs.
Nursery attendance does not guarantee a Reception place. Reception admission is a separate process, so families must arrange the next placement through the appropriate admissions route. At Forest Approach, placement enquiries go to Havering’s Special Educational Needs Department, and the local authority manages school admissions.
Transition support is a separate matter. Moves between classes and phases are planned around each child, with a phased approach where needed. Familiarisation supports adjustment; it does not establish an admissions entitlement.
Parents can visit the school. Contact the office on 01708 343649 or email limeacademyforestapproach.office@limetrust.org for an enquiry; applications for a school placement go through Havering’s SEN team.
Transport is managed by local authorities. Havering assesses eligibility using mobility needs, route safety, distance and income, so assistance depends on the family’s circumstances. Medication must be handed to the transport escort or directly to the school, rather than placed in a child’s bag.
Early Years provision focuses on play and practical experiences. Activities and targets are adapted to children’s individual learning and development needs.
Total Communication includes objects, photographs, symbols, signing and communication devices, as well as words and vocal sounds. Methods are chosen to suit the learner.
Yes. New pupils meet peers and teachers before starting, and a phased transition can be arranged where needed.
No. Nursery attendance does not guarantee a Reception place. Havering’s SEN department handles placement referrals, and the local authority manages school admissions.
Specialist speech and language therapists can assess children after accepting a referral and make individual recommendations. Parents, school staff and other professionals can refer.
