Hilltop School Nursery Review

Flexible hours and classes organised around children’s needs give Hilltop’s early years provision its character. Children can start from age two, with attendance hours adjusted to their needs. Yellow class and Orange class make up the early years provision, and placement depends on the equipment and therapies a child needs rather than age alone.

This is nursery provision within a special school for children with severe, profound or multiple learning difficulties. In March 2025, provision included up to 12 places for two-year-olds. That figure concerns the youngest children, rather than the total capacity of both early years classes.

Play shapes the learning. Children have opportunities to play freely, receive adult support and take part in guided play. The emphasis is on developing communication, interaction and independence alongside a positive sense of self. For families, this means learning is designed around how their child engages, rather than expecting everyone to participate in the same way.

The Early Years Foundation Stage (EYFS) brings together physical development, language and relationships with early reading, mathematics, creative expression and understanding the world. Hilltop uses the Nexus Early Years Foundation Stage Curriculum and Hilltop Early Years Progression Matrix alongside each child’s Education, Health and Care Plan (EHCP). These guide individual targets and help staff track development and plan subsequent learning.

Daily storytelling takes different forms across the school’s classes, including sensory stories and audio stories. Classroom book corners and a purpose-built library provide reading spaces. Wider school facilities include a Hydrotherapy Swimming Pool, Sensory Rooms, a Forest School Area and two full size Trampolines for Rebound Therapy Sessions. These are school facilities; class placement is organised around appropriate equipment and relevant therapies.

Ofsted’s March 2025 inspection identified that the pathway curriculum included early years and supported differing learning needs. The practical focus is an individual learning route, with adaptations to suit the child.

Starting school is personalised. Each child has a transition meeting and visit, plus a visit in their existing setting. Families meet the class teacher and share information during the transition meeting, giving the team a starting point for understanding the child before attendance begins.

A keyworker keeps in touch through regular calls about progress and concerns. Daily communication also includes conversations and written home/school diary feedback. This gives parents both everyday updates and opportunities for a fuller discussion.

Relish prepares school meals from fresh ingredients, cooking from scratch and using seasonal produce where possible. The school’s Family Support team can help with referrals, meetings and behaviour strategies at home. Moving and handling support includes individual risk assessments and bespoke plans, with advice also offered to parents at home.

Nursery attendance does not guarantee a Reception place. Families should pursue Reception placement separately rather than treating nursery attendance as an allocation.

Hilltop’s admission condition is specific: a child must have been formally assessed as having severe or complex learning difficulty, with Hilltop named in their EHCP. The placement question therefore needs to remain distinct from the child’s learning and settling experience in nursery.

Attendance hours are flexible according to the child’s needs. Uniform is optional: comfort takes priority where physical or sensory needs affect clothing choices. Families who choose uniform can use a Hilltop polo shirt or sweatshirt, and spare clothes can be kept at school.

For enquiries, contact the administration team on 01709 813386 or hilltopschool@nexusmat.org. Tours can be arranged through reception, and prospective families can attend open evenings held once a term. These provide an opportunity to discuss the provision with staff.