Wigston Menphys Nursery School

Communication takes many forms here: words, signs and symbols all help children take part in nursery life. Wigston Menphys Nursery School serves children aged 2–5 with special educational needs in Wigston, South Leicestershire. This is a specialist nursery school in its own right, rather than a nursery class within a primary school.

In March 2025, children’s needs centred mainly on communication and interaction; most had an autism diagnosis, and some had an education, health and care plan. Most also attended another setting. For families, that makes coordination between nursery experiences an important part of the picture.

Learning starts with what each child can already do. In March 2025, staff assessed children’s starting points and planned their next learning steps around those needs. Communication support was tailored to developmental stage: toys helped staff demonstrate simple words, while children used speech, signs or symbols to signal that an activity had finished. Small exchanges have a practical purpose. They help children participate in routines and communicate with others.

Books, sound and movement give the day its texture. Children enjoyed rhymes and repeated language, listened to environmental sounds, and responded to music through dance and movement. Tactile materials helped beginning readers explore the direction and sequence of written language. Toothbrushing brought self-care into daily routines, while trips to shops and the library connected learning with familiar places beyond nursery.

The nursery describes its learning environment as sensory based. Butterfly, Ladybird and Caterpillar each have a class timetable, giving families a class-specific framework for the day.

Curriculum precision. In March 2025, some activities lacked sufficiently clear learning goals, slowing children’s progress. The improvement required was to make each activity contribute more clearly to the knowledge children should learn and remember.

Staff understood children’s ways of expressing physical, emotional and learning needs in March 2025. They recognised when children needed help regulating emotions and provided sensory support. Communication tools also helped children express wishes, concerns and boundaries, helping them make their needs and concerns understood.

Support extended to parents through workshops about child development and guidance on accessing help beyond nursery. Families valued updates about their children’s learning. Safeguarding arrangements were effective at the March 2025 inspection.

Behaviour oversight. At that time, leaders were not using behaviour information fully enough to recognise patterns over time. Governors consequently had a limited picture. Closer monitoring and sharing of that information were required to improve the response to children’s needs.

Nursery attendance does not guarantee a Reception place. Families must apply separately for Reception through the normal admissions process and meet the relevant deadline.

Transition support is a separate matter. In March 2025, some children moved to mainstream settings, with the nursery coordinating the move and providing support. That practical preparation should be considered separately from any decision about admission.

Places are allocated and funded by the local authority once a multidisciplinary panel has agreed eligibility. Parents of young children with special needs are welcome to visit to explore the activities and learning experiences.

For enquiries, contact the Wigston administration team at admin@menphysnurseryschool.leics.sch.uk or 0116 2889977. The school is on Launceston Road, Wigston, LE18 2FR.