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Nursery at Manor Mead School
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 If you spot anything outdated or inaccurate, please let us know.
Communication can mean a sign, a picture or a response to another person here. Manor Mead’s nursery belongs to specialist provision for children with severe learning difficulties, profound and multiple learning difficulties, and autism. Pre-school children attend the Shepperton site, where learning and care are planned around individual needs.
Some nursery children begin on an Assessment Placement while an Education, Health and Care Plan (EHCP) is requested. That makes assessment part of the early experience: teachers consult parents and professionals during the first term, building a picture of how the child communicates, learns and needs support.
Individual targets shape the day. The Early Years Foundation Stage (EYFS) provides the framework for the youngest children, covering learning through language, movement, relationships, early reading and number, creativity and understanding the world. An Individual Learning Plan (ILP) adds each child’s own next steps. Children share the school’s termly theme, with activities adapted to their needs.
Makaton signing, PODD communication tools and Intensive Interaction are among the approaches used across the school. Teaching combines work with an adult, small groups and class activities; sensory experiences and structured play also have a place. This gives children different ways to participate, rather than making spoken language the only means of joining in.
A Green Class EYFS example dated 14 July 2023 illustrates how practical that learning can be. Children explored movement in soft play, practised taking turns, joined number rhymes and explored cooking ingredients through their senses. Biscuit-making included choosing toppings. These were opportunities to communicate preferences as well as explore materials.
At Shepperton, shared facilities include a Soft Play Room and two Sensory Rooms. Outdoor equipment includes musical instruments and a roundabout accessible to wheelchairs. Specialist spaces are scheduled around pupils’ needs, so access is part of individual planning.
Settling begins with parents. An induction meeting helps staff understand the child before they start, and the induction programme often begins with part-time attendance. A Learning and Communication Passport captures interests, preferences and barriers to learning, giving adults practical information to use during the day.
The class teacher is parents’ first contact. ClassDojo supports messages in both directions, and the school aims to send daily updates for its youngest new starters. Parents also help agree learning targets. For children under five, reviews take place every six months, creating regular opportunities to reconsider support.
Personal Care Plans are agreed with families, while children with particular medical needs have their own procedures. School nurses and a Health Care Assistant are based at the school; physiotherapy, occupational therapy and speech and language therapy are also available through professionals working there regularly. Care can be integrated into learning, such as using a standing frame during music.
The July 2023 EYFS example included snacks, dinner, toileting and tooth-brushing practice. Feeding and drinking are also staff training topics. The Home School Link Worker helps families contact agencies, understand services and complete forms, extending support beyond classroom learning.
Nursery attendance does not guarantee a Reception place. Reception admission is a separate process: families must pursue the formal application through Surrey County Council’s SEN Area Office, rather than treating nursery attendance as confirmation of the next placement.
The Area Office sends the school formal papers. The school considers whether it can meet the child’s needs and whether the relevant class has space; the local authority makes the offer. Keep the admissions decision distinct from familiarity with the school and its staff.
For an informal visit, phone the Shepperton school office on 01932 241834 to arrange an appointment. General enquiries can also go to mma-office1@manormead.lseat.org.uk. The site is on Laleham Road, Shepperton, TW17 8EL.
Class teachers give families their child’s timetable, reflecting the individual nature of the programme. Blue Class children are encouraged to wear uniform. Parents should label clothing, and teachers tell families which day to bring a swimming costume and towel. These details help families prepare for their child’s particular routine.
Pre-school pupils attend Manor Mead’s Shepperton site on Laleham Road.
The EYFS framework is combined with individual learning targets. A Learning and Communication Passport records preferences, interests and barriers to learning so staff can adapt activities and communication.
Staff meet parents before the child starts. Induction is planned individually and often involves part-time attendance at first.
ClassDojo allows communication between home and school. The school aims to write daily for the youngest children who have just started, and the class teacher is the first point of contact.
No. Families must pursue a separate formal Reception application through Surrey County Council’s SEN Area Office. The local authority offers places after the school considers needs and class space.
