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Nursery at The Surrey Teaching Centre
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 If you spot anything outdated or inaccurate, please let us know.
Play and rehabilitation share the day in Yellow Class. This is the early years provision within The Surrey Teaching Centre, a medical pupil referral unit educating children during rehabilitation at The Children’s Trust after an acquired brain injury. Some children have additional needs associated with a degenerative condition or syndrome. The centre’s intake spans ages 2 to 18; Yellow Class provides a personalised early years curriculum.
The purpose built Cheyne Rehabilitation Centre houses the provision within the grounds at Tadworth Court. Across the centre, placements average between 6 and 12 weeks. For young children, the focus is on learning that fits their recovery and prepares them for their next educational setting.
Yellow Class puts play first. Children explore, interact and make choices while working towards individual learning goals. Outdoors, planting and ball games sit alongside sand, water and opportunities to make marks. These give children different ways to participate: movement, communication and early learning can take place through an activity they choose.
The Early Years Foundation Stage (EYFS) connects with the centre’s Core Skills Curriculum. Its starting points include language and communication, emotional and social development, and physical development. In parent terms, learning includes how a child communicates, relates to others and uses their body, alongside their developing knowledge.
Personal Learning Goals follow an initial assessment. Across the centre, teaching responds to changes in medical needs and fatigue, with expectations adjusted to what a child can manage that day. A goal can continue into the next placement rather than needing to be completed during a short stay. That gives the educational work a purpose beyond the immediate session.
Education sits alongside rehabilitation. Children are taught individually and in small groups, while teachers and teaching assistants work with The Children’s Trust team. Therapy, nursing, psychology and medical staff are on site, bringing different expertise to the child’s care and learning.
Assessment at the beginning of a placement shapes a personalised curriculum. Parents are kept informed about progress through the centre’s assessment and reporting arrangements. Many children need assessment for an Education, Health and Social Care Plan during their stay, so education also contributes to understanding their longer-term support needs.
Each pupil has an allocated class and teacher. Safeguarding concerns can be raised with the safeguarding team, who discuss the details with the person reporting them that day. This provides a direct route for families to raise a welfare concern.
Attending this early years provision does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions process and meet the applicable deadline.
Transition support serves a different purpose: helping the next setting understand the child. Teachers prepare Initial Education Reports covering needs, strengths and useful support strategies, then update them at discharge. Where possible, they contact teachers or SENCOs at the next placement.
With parental or carer consent, the centre can support receiving schools. Its follow-up offer includes Brain Injury Education and, when requested and possible, participation in relevant meetings for up to 12 months after discharge. This helps carry knowledge about the child’s learning into the next placement.
Comfortable clothing matters because school sessions sit alongside therapy and physical activities. Uniform is not required; clothes should suit both learning and rehabilitation.
General enquiries can be made by telephone on 01737 354006 or by email to info@tadworthcourt.surrey.sch.uk. The centre is at Tadworth Court, Tadworth, Surrey, KT20 5RU.
They learn through play, exploration and interaction, working towards personal learning goals. Outdoor choices include planting, sand, water, ball games and mark making.
An initial assessment shapes individual goals and teaching strategies. Expectations can change in response to fatigue, medical needs and what the child can manage that day.
No. Clothing should be comfortable and suitable for both school and therapy sessions.
No. Reception requires a separate application through the normal admissions process by the applicable deadline.
Teachers update education reports at discharge and contact the next placement where possible. Support for receiving schools requires parental or carer consent; follow-up can include Brain Injury Education and relevant meetings, when requested and possible, for up to 12 months after discharge.
