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Nursery at Kilton Thorpe Specialist Academy
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 If you spot anything outdated or inaccurate, please let us know.
Sensory exploration and small steps shape the early years at Kilton Thorpe Specialist Academy. The nursery sits within specialist education starting at age 3, with early years generally based at Marshall Drive in Brotton. This is provision organised around children's individual learning and communication needs.
Each child starts with observations that build an Individual Learner Profile: what interests them, how they engage and what motivates them. That gives staff a practical starting point for planning activities rather than expecting children to follow an identical learning sequence.
Ofsted graded early years Outstanding following the inspection on 17 and 18 May 2022, but no nursery-age children attended at that time. Families should read that judgement as an early-years assessment, rather than an assessment of an occupied nursery class.
Play chosen by children sits alongside activities directed by adults. The Early Years Foundation Stage (EYFS) combines communication, movement and emotional development with early reading, number, creativity and exploration of the world. Here, Engagement and Pre-formal pathways are blended with that framework so activities can match a child's developmental needs.
Seasonal themes give learning something concrete to work with. Harvest and Diwali, for example, can prompt songs, stories and creative work. Children explore numbers through sorting and counting, practise early writing through mark-making, and develop movement through craft and outdoor play. These are different ways into learning, with sensory exploration carrying real weight.
Inside, classrooms include spaces for quiet time and visual aids to support communication. Both free play and structured activities have a place, alongside outdoor learning and physical activity. Children can move between exploration and calmer spaces according to their needs. Observations across learning areas help teachers choose the next steps, keeping planning tied to the individual child.
Starting arrangements include a home visit to discuss routines, interests and needs, visits by staff to the child's existing setting, and several sessions in the new classroom. Families also meet staff and look around. This gives the team information about the child before their first regular sessions.
Classes have a qualified teacher, a level 4 teaching assistant and level 2 teaching assistants, with the number of assistants reflecting pupils' needs. Early-years staff work with occupational therapists, educational psychologists and speech and language therapists. Support for communication and sensory needs can therefore be planned with specialist input.
Class Dojo carries daily messages and a Friday photographic update; eating and toileting information can be requested daily. Tapestry shares personal goals and learning observations each term, and families can contribute achievements from home. These give parents practical ways to connect classroom learning with home life.
Lunches come from the academy's own catering operation. Families must tell the school about intolerances or allergies, and the kitchen can explain ingredients. That conversation matters for children whose care includes dietary requirements.
Nursery attendance does not guarantee a Reception place. At this special academy, placement is normally through an education, health and care plan (EHCP), with the responsible local authority deciding whether to name the academy. Admission is to the academy as a whole; senior staff decide the appropriate provision individually. Families should use the local authority EHCP process when planning the next stage.
Class changes have their own preparation. Towards the end of the summer term, children visit their next classroom and meet its staff. Teachers exchange information, while extra sessions, photographic transition books and visual schedules can help children who find change difficult. Familiarisation supports the move; it is separate from the placement decision.
Two nursery groups each attend for 15 hours a week. Group 1 has Monday and Tuesday, 9:00am to 3:00pm, then Wednesday, 9:00am to 12:00pm. Group 2 starts on Wednesday, 12:00pm to 3:00pm, followed by Thursday and Friday, 9:00am to 3:00pm. These fixed patterns make the midweek handover an important part of family planning.
Contact the office on 01287 677265 or office@ktsacademy.org.uk for enquiries. Families can arrange a visit before placement, with or without their child, and bring a professional or friend. For current meal charges, contact the school office.
Each group attends for 15 hours weekly. Group 1 attends all day Monday and Tuesday plus Wednesday morning; Group 2 attends Wednesday afternoon plus all day Thursday and Friday. Full days run from 9:00am to 3:00pm, with Wednesday divided at 12:00pm.
Initial observations create an Individual Learner Profile. The EYFS framework is combined with Engagement and Pre-formal pathways, with activities and next steps shaped around each child's needs.
Starting arrangements include family visits, a home visit, contact with the child's current setting and several visits to the new classroom before starting.
Class Dojo provides daily updates and a Friday photo round-up. Daily eating and toileting updates are available on request, while Tapestry shares goals and learning observations each term.
No. Placement at the academy is normally decided through the local authority EHCP process. Admission is to the academy as a whole, with individual provision allocated by senior staff.
