Kemball School Nursery Review

Communication, interaction and growing independence shape the early years at Kemball. Nursery provision sits within a day special school in Blurton, Stoke-on-Trent, which caters for children with cognition and learning difficulties from age 3. This is early learning organised around individual needs, with practical experiences and communication forming the foundations for what comes next.

The early-years classes belong to the Engagement and Multi-sensory pathways. Kemball aims to help children develop concentration and become more independent learners, so the emphasis extends beyond acquiring knowledge to building the skills needed to participate in learning itself.

The Early Years Foundation Stage (EYFS) gives the curriculum its structure, alongside Development Matters. In parent language, the main priorities are helping children communicate, develop physically and build relationships and emotional understanding. Literacy, mathematics, creative expression and exploring the world sit alongside these foundations. Activities are adapted to the children in the cohort rather than treated as a fixed programme for everyone.

Topics connect learning experiences, and special activity days give children further opportunities to explore a theme. Kemball works towards its own curricular goals alongside the Early Learning Goals, recognising that children can demonstrate their learning in different ways. The practical implication is a focus on how an individual child engages and responds, as well as what they learn.

Within the Engagement pathway, learning includes exploration and anticipation, with persistence and initiating activity also receiving attention. Communication tools used in this pathway include Makaton, high tech devices and the Picture Exchange Communication System (PECS), selected according to individual requirements. These provide different ways for children to express themselves and take part.

Across the school, outdoor education includes Forest school, while a sensory garden provides a setting for quiet reflection. These are shared school features, alongside the more individual focus of the early-years curriculum.

Settling can proceed gradually. A nursery-aged child may visit several times with a parent or carer before everyone feels ready, and the timing of admission is agreed with the family. That allows familiarisation to happen before the full placement begins.

Before a child starts, a transition meeting brings together the family, class teacher, transition co-ordinator and home school link worker. Staff from the previous setting are invited; health care support or physiotherapy staff can join where necessary. Medical needs are included in this preparation, giving the receiving team information relevant to the child's care. Close contact with parents continues in the first weeks so difficulties can be addressed promptly.

Nursery attendance does not guarantee a Reception place. Families must treat Reception admission as a separate process. At Kemball, placement is largely managed by the local authority through special educational needs procedures, and the school must consult the authority and consider relevant paperwork, including a current EHC Plan, when discussing whether a placement is appropriate.

Learning pathways are a separate question from admission. After EYFS, children may continue in Engagement or Multi-sensory provision, or move to the Progression pathway according to their needs. This describes curriculum continuity, rather than an admission advantage.

Visits can include a school tour and time in potentially suitable classes. Parents may attend with their child or look around first on their own; family members involved in supporting the child are also welcome.

Uniform and transport arrangements are discussed at the transition meeting, when familiarisation dates are agreed. For enquiries, contact the school office on 01782 883120 or email office@kemball.orchardct.org.uk.