Fitzwaryn School Nursery Review

Sensory spaces and learning shaped around individual needs give Fitzwaryn’s early years provision its character. This is nursery provision within a special school in Wantage, where children can join from age three. The school serves pupils with learning difficulties ranging from moderate to profound and multiple, and every pupil has an Education, Health and Care Plan (EHCP).

Early years sits within a school organised into 11 classes. At the inspection on 18 and 19 May 2022, the early years group was very small; its experiences contributed to the whole-school judgements. That distinction matters: those judgements cover the school rather than providing a separate nursery rating.

Foundation Stage children follow the Early Years Foundation Stage (EYFS) curriculum. Horticulture gives a concrete example of what children learn: all pupils access this strand of learning, supported by the school’s polytunnel. Individual needs shape how learning is approached: the school adapts activities through individual work, small groups and changes to teaching style. Longer thinking time and introducing vocabulary ahead of a lesson are among its approaches. The practical implication is that children can tackle learning through different routes rather than having to work in one prescribed way.

Physical resources give that approach substance. Across the school, specialist spaces include a Sensory Theatre, Sensory Room and Sensory Gardens, alongside a Sensory Walkway. These are school facilities, rather than a separate nursery campus. A polytunnel supports horticulture that all pupils access, bringing growing plants into the learning offer.

Classroom adaptations include visual timetables and changes to resources and staffing. Teaching assistants provide support linked to a child’s EHCP or access to learning, including work with small groups. For families, the important connection is between the child’s assessed needs and the help used during activities.

An EHCP shapes each child’s provision and targets. Parents take part in an annual review, receive an Individual Education Plan each term and meet the class teacher at least three times a year. Those points of contact give families opportunities to discuss progress and agree the next steps with staff.

Support can involve speech and language therapists, physiotherapists and occupational therapists when needed. The school also has nursing provision on site four days a week. A Home School Link Worker helps families reach services and resources, extending support beyond classroom learning.

For a child who needs a gentler start, entry can be staggered where appropriate. Food provision includes a milk scheme: registered children receive chilled semi-skimmed milk in their classroom each day, with free milk for under-fives until the Friday before their fifth birthday.

Nursery attendance does not guarantee a Reception place. Nursery attendance and Reception admission are separate matters, so families should treat planning the next placement as a distinct step.

Fitzwaryn’s admissions follow local authority processes, and entry requires an EHCP. The initial placement contact is the family’s local authority SEN Officer or the child’s SENCO. This special-school route matters when considering what happens after nursery.

Transition support is a separate practical benefit. Staff arrange time with the incoming teacher near the end of the summer term and use photographs, videos and social stories to help children understand a change of class. A staggered start can be offered where appropriate.

The school office arranges small group tours. Contact office@fitzwaryn.oxon.sch.uk or telephone 01235 764504 to enquire or arrange a visit.

School collection arrangements use a one-way vehicle system, with staff collecting children from vehicles and bringing them back at pick-up. Parents remain in their vehicles while staff manage the handover. This makes the transport routine part of planning the day, especially for families using taxis or minibuses.