Greenhall Nursery Review

A hydrotherapy pool, a woodland nursery and learning built around individual needs give Greenhall’s nursery provision its character. This is early intervention within a special school for children aged 2–5, with support focused on movement, communication and personal, social and emotional development. Greenhall describes its approach as led by each child’s needs. The practical emphasis is on helping children participate and become more independent.

The special-school provision is distinct from Little Learners, the nursery on the same site serving the wider community. For Greenhall children, the learning groups are Hedgehogs, Robins, Squirrels and Foxes, with activities adapted to different developmental needs rather than one identical programme for everyone.

Adult-guided activities alternate with time for children to choose and develop their own play. At 9.30am, Hedgehogs practise movements through a Task Series, while Foxes, Robins and Squirrels undertake a sensory circuit. Morning snack and lunch also provide practice in making choices and doing things for themselves. Learning extends beyond a teaching activity.

The Early Years Foundation Stage (EYFS) provides the framework: children develop communication, physical skills and relationships alongside their wider learning. Hedgehogs use Conductive Education, an approach that breaks movement tasks into manageable steps and gives children opportunities to practise them throughout the day. Robins and Squirrels use visual schedules and symbols showing what happens now and next; Foxes work on attention, playing together and communicating.

Communication has several forms here. The Total Communication approach combines speech with Makaton, objects, symbols and switches, giving children different ways to express a choice or respond to an adult. Staff allow time for processing and responding. That matters for children who need longer to initiate an interaction.

Indoor spaces have specific purposes. In the sensory room, activities develop tracking, coordination and an understanding of how actions produce effects. Soft play provides practice in moving around obstacles, while the library includes story sacks and books with sensory elements.

Outside, the mud kitchen and vegetable garden sit alongside Forest School activities. Paddy’s Playground is accessible, with different surfaces children can experience on foot or in a wheelchair. The hydrotherapy pool adds opportunities to practise movement in water during the week.

Getting to know a child begins with home visits wherever possible. The first six weeks include an initial assessment to establish starting points and plan subsequent learning. This makes the introduction to Greenhall about the individual child and family, as well as the classroom routine.

Parents can speak informally with teachers around the school day, exchange information through a home-school diary and receive photographs and observations through an electronic Learning Journey. Coffee mornings provide opportunities to meet other families. These arrangements give parents several ways to contribute what they know about their child.

Sensory support is woven into daily routines where appropriate. An occupational therapist helps assess needs and develop programmes; equipment includes a hammock, a bouncy mat and spinning chairs. Support can therefore involve movement and sensory experiences as well as an adult’s prompts.

Aspens Services cooks meals on site. Parents complete a dietary requirement form for allergies or other dietary needs, and alternatives can accommodate intolerances and religious requirements. At lunch, children receive help to feed themselves and make choices, connecting care with practice in independence.

Nursery attendance does not guarantee a Reception place. Discuss your child’s Reception placement with the local authority. Greenhall’s special-school placements go through the local authority, either through an Early Intervention Placement requested by Early Years Forum or an Education, Health and Care Plan naming Greenhall.

For children under five, EHCP reviews take place every six months. Those meetings give families an opportunity to discuss progress, changing needs and the support required. Familiarity with Greenhall’s routines should be considered separately from the placement decision.

Greenhall’s day runs from 9am to 2.45pm. Children travel with family or by taxi, and staff accompany them to their classrooms. At 2.45pm, staff begin helping children onto taxis for the journey home.

Uniform is optional: a light blue polo shirt, grey bottoms and a navy jumper or cardigan. A swap shop carries a limited supply of previously worn uniform. For enquiries or to arrange a visit, contact the school office on 01785 246159 or office@greenhall.staffs.sch.uk.