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Nursery at Short Wood Primary 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 If you spot anything outdated or inaccurate, please let us know.
A teacher leads The NEST, Short Wood Primary School’s nursery on its Wellington site. Its place within the school gives families a nursery with school-wide support structures, including a special educational needs coordinator (SENCO) and an inclusion team. The emphasis here is on identifying individual needs and adapting support around the child.
Morning and afternoon options form the 15-hour provision, alongside a 30-hour option. Those are distinct choices for families organising childcare around other commitments.
Learning can be adapted for children who need additional support. Across Short Wood, activities and teaching are adjusted daily, with specialist equipment or staff support used to help children access the curriculum. Planning includes experiences involving different senses. Depending on individual needs, support can involve a teaching assistant working with a small group, individual help or adapted resources. The practical implication is that children’s support is shaped around the task and their needs.
Good to be Green gives the nursery day a named behaviour framework. Children begin with a green card; an adult uses a stop and think card to explain an unsuitable choice and the behaviour expected instead. Continued difficulties lead to a warning and then consequences. The approach applies from Nursery onwards, with children’s age and stage taken into account.
Praise is part of that routine too. Staying green through the day is recognised in the afternoon, with a dojo message sent to parents. Short Wood aims to finish behaviour incidents with a restorative conversation, giving children an opportunity to put things right. For families, this connects the way adults respond during the session with communication at home.
Parents are involved before specialist referrals. Staff discuss their concerns and invite families to share theirs, then seek permission before referring a child to a speech and language therapist or educational psychologist. Recommendations may lead to changes in teaching, individual support or a group focused on speech, language or social skills.
Teachers and the SENCO work with families, teaching assistants and outside agencies to review progress and adjust interventions. SEND staff help deliver that support across the school. Where needs are more complex and require provision beyond the usual offer, the school assists families with an Education Health Care Needs Assessment application to the local authority.
Additional needs can also affect breaks and lunchtime. In early years, possible support includes an adult working individually with a child or a learning mentor supporting an individual or small group. That extends the support arrangements beyond classroom learning.
Attending the nursery does not guarantee a Reception place. Families must make a separate Reception application through the normal admissions route by the applicable deadline. Treat the nursery decision and the Reception application as two separate steps when planning your child’s next move.
The nursery offers 15-hour morning or afternoon options and a 30-hour option. School tours can be booked ahead through the school office, giving families a practical way to arrange a visit before deciding.
Yes. It is the school’s on-site nursery and is led by a teacher.
There is a 30-hour option and 15-hour provision with morning or afternoon options.
No. A separate Reception application is required through the normal admissions process.
Staff discuss concerns with parents and seek their permission before a referral to a specialist professional.
Yes. Contact the school office to arrange a school tour in advance.
