Thorndown Primary School Nursery Review

Early support gives Thorndown Pre-School a distinct connection to the wider primary school: early years practitioners work with parents and the school’s special educational needs coordinator (SENDCo) to identify children who may need additional help. For families with developmental concerns, that creates a link between the nursery team and school support before the next stage of education.

Thorndown Pre-School is the nursery provision at Thorndown Primary School on Hill Rise in St Ives. The school handles pre-school applications directly through its office. Its place within the school also brings access to a shared approach to inclusion, with support planned around individual children’s needs.

The curriculum follows the Early Years Foundation Stage (EYFS). Thorndown’s educational aims emphasise children taking an active part in learning, developing independence and building confidence. Early reading provides a concrete example of this EYFS learning: in November 2022, children began learning sounds through phonics in pre-school, with books helping new readers practise the sounds they were learning.

Early reading starts in pre-school. In November 2022, children began phonics and reading through a structured teaching sequence from the start of their attendance. Staff teaching phonics had received training, and beginners used books matched to the sounds being taught. The practical benefit is a connection between learning a sound and practising it in a book.

Behaviour expectations start early too. In November 2022, children from pre-school onwards understood what adults expected and responded positively. However, school leaders lacked a way to track behaviour patterns across the school. This was a school-wide monitoring concern, relevant to the shared systems surrounding the nursery.

Parents have a role in identifying and planning additional support. Pre-school practitioners liaise with the SENDCo and families, giving parents a route to share concerns about their child’s development. Support follows an Assess, Plan, Do and Review cycle: needs are considered, help is planned and tried, then its effect is reviewed.

For children with SEND, parents help develop a Pupil Profile and agree and review Intervention Records. Updates include consultations, written progress reports and informal staff conversations, with private discussions possible when concerns need more time. This gives families several ways to contribute rather than relying on a single meeting.

The wider school’s physical provisions include a hygiene room with a shower and lowered washbasins and toilets. These are practical features for children who need help with personal care or physical access; they should be considered alongside the individual support plan.

Attending Thorndown Pre-School does not guarantee a Reception place. Families must make a separate Reception application through Cambridgeshire’s local authority admissions process and meet the normal deadline. Choosing the nursery and applying for school are separate decisions.

For children with SEND, transition support can include a meeting with parents, picture booklets introducing adults and surroundings, Stay and Play sessions and additional visits. Staff also exchange information between settings. These practices help prepare a child for change; they do not determine admission.

Pre-school enquiries and applications go through the school office. Contact office@thorndown.cambs.sch.uk or telephone 01480 375103. Prospective families can also arrange a school tour by appointment, offering a chance to discuss the provision in person.

Starting dates. The general autumn start on 2 September 2026 explicitly excluded pre-school children. Families should use their child’s individual joining arrangements when planning the start of attendance.