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Nursery at Yewstock 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 If you spot anything outdated or inaccurate, please let us know.
Mud kitchens, communication aids and personal learning goals give Yewstock’s youngest provision its character. Nursery provision belongs to the school’s Early Years and Primary department, where learning is shaped around each child’s Education, Health and Care Plan (EHCP). Communication runs through the day, rather than being confined to a separate lesson.
The Early Learner classes span ages three to eight, so this is a broader teaching group than nursery alone. Two classes occupy a self-contained base; a third uses the main school building. Yewstock is a special school whose provision includes children with learning difficulties alongside autism, physical disabilities or medical needs. The relationship between a child’s needs and their learning programme matters here.
Mornings generally bring together early literacy, phonics and maths, with communication practice and work towards personal goals. Children may be grouped for more formal activities where appropriate. Afternoons shift towards play organised around topics, with cooking, hydrotherapy and visits into the community among the activities described for the Early Learner classes. Individual interests help shape the planning.
Early Years Foundation Stage learning is approached through developmental steps: activities are chosen to suit the learner, rather than simply their age. Early Learning Goals, Birth to 5 and Characteristics of Learning guide planning alongside the curriculum for older children in these classes. Playing, exploring and developing ideas are part of that approach. For parents, this means personal targets sit alongside shared topics.
Outside, the secure learning area has trikes and bikes, sand and water play, and mud kitchens. Indoors, classroom areas support ongoing play and learning, while quieter spaces give another setting for activities. These are distinct options within the Early Learner environment, allowing learning to extend beyond table-based tasks.
The wider department also brings children together for singing with signing and assemblies each week. Opportunities for riding with a local RDA group sit within physical development, alongside PE led by a specialist teacher.
Starting gradually is part of the approach for the youngest children, who initially attend part time. Staff visit children in their existing preschool or school before entry. That gives the new team a starting point for understanding familiar experiences before the child changes setting.
Home-school books and email keep families in contact. Stay and play sessions, coffee mornings and Signalong courses give parents other ways to take part; Oxford Owl supports learning at home. Evidence for Learning (EfL) records progress, and its Family app lets parents view learning photographs and videos and contribute examples from home.
Communication support includes speech alongside signing, photographs, symbols and aids through Total Communication. Children needing additional communication support have a Communication Passport describing their access needs. Personal learning goals link to EHCP outcomes and are reviewed regularly, giving families specific steps to discuss with staff. The class teacher is the first contact for questions; Heads of Stages and Assistant Heads provide further contacts. School policies also cover medical conditions and intimate care.
Nursery attendance does not guarantee a Reception place. Yewstock’s special-school admissions process uses EHCPs and referrals from the local authority’s SEN Casework Officer to an admissions panel. Decisions depend on space and suitable arrangements for the child’s needs. Families should discuss the next placement through that route rather than assume attendance settles it.
Each year, families have an invitation to get to know the staff in their child’s next class. This provides a practical opportunity to discuss the next stage separately from the placement decision.
For an admission enquiry, telephone the school office on 01258 472796 first. Visits can be arranged throughout the year by appointment, using the office telephone or office@yewstock.dorset.sch.uk.
School opening is at 8.45am, with pupils leaving for transport at 3.10pm. These are school hours; the youngest learners start part time. Home collection and return times vary with the child’s bus or taxi route, which matters when planning the family’s daily routine.
They cater for children aged three to eight, covering a broader group than nursery alone.
The Early Learner base has a secure outdoor learning area with bikes, trikes, mud kitchens, sand and water play.
They begin part time, and staff visit their existing preschool or school before they start. Families keep in touch through home-school books or email.
No. Yewstock’s admissions process involves an EHCP, a local authority referral and an admissions panel, with decisions subject to capacity and arrangements for the child’s needs.
Contact the school office on 01258 472796 or office@yewstock.dorset.sch.uk to arrange an appointment.
