Exeter House Special School Nursery Review

Exploration is the starting point for early learning at Exeter House: its Exploration Pathway follows the Early Years Foundation Stage (EYFS), with teaching shaped around each child's development and education, health and care plan (EHCP). The nursery belongs to a special school in Salisbury serving children with severe learning difficulties and profound, multiple or complex needs. This is specialist provision, with individual learning targets rather than a single pace for the class.

The Exploration Pathway sits within a curriculum drawing on Development Matters and Birth to Five Matters. Learning includes preparation for making informed choices about the future. In June 2023, inspectors found that this focus began in early years, connecting children's first learning steps with skills they will need later in life. For parents, the practical emphasis is on matching learning to their child's stage: staff adjust communication, lesson content and assessment around sensory, physical, emotional and cognitive needs. Personalised Learning Goals connect classroom learning with EHCP targets, giving families specific steps to discuss at reviews.

Communication has several forms here. Across the school, adaptations include visual prompts, assistive technology and alternatives to speech such as AAC, PECs and Makaton. Structured routines are used to help reduce anxiety and support participation. The important question for a family is how those approaches fit their child's way of expressing choices and understanding what happens next.

School facilities include a sensory room and quiet rooms for children who need a calmer space. Classroom windows have blinds to manage glare, while furniture and equipment are adjusted for individual pupils. These are practical features for children whose access to learning depends on their surroundings as well as the activity itself.

Settling can be gradual. After a place is allocated, transition planning may involve social stories, visits and a timetable that initially covers only part of the day. Parents of early years children can spend time at school during the opening weeks. That gives families a role in helping staff understand their child's responses to a new setting.

Class teachers, teaching assistants and the SENCO share responsibility for support. Teachers and teaching assistants have in-house training each week. Across the school, on-site therapies include Occupational Therapy, Music Therapy and Rebound Therapy, with access determined by the child's identified needs.

Parents take part in structured conversations about outcomes and support, alongside the annual EHCP review. Evidence for Learning captures progress, and agreed actions from discussions are shared with families. Lunch is eaten in classrooms, with meals brought to the children; the kitchen, office and class teams hold information about dietary requirements.

Nursery attendance does not guarantee a Reception place. At Exeter House, placements for children with an EHCP are handled by Wiltshire Council's Central SEND Services through the SEND placement process, rather than ordinary oversubscription criteria. Families should discuss the next placement with that team instead of treating nursery attendance as confirmation of Reception admission.

Transitions between classes are tailored to the child. Current and receiving teachers discuss needs and provision, class teams review individual information, and transition time is planned around the pupil. Some classes contain mixed ages, so moving into a new year does not necessarily mean changing classroom or teacher.

The school day runs from 8.45am to 2.45pm, Monday to Friday. Lunch and playtime are staggered, with lunches starting at noon. These are school-wide hours.

For an initial enquiry, contact the school on 01722 334 168 or admin@exeterhouse.wilts.sch.uk. A visit can be arranged where appropriate, with time to discuss the child's needs. Central SEND Services can be reached on 01225 718095 for placement enquiries.