The FMS Inspection Score is FindMySchool's proprietary analysis based on official Ofsted and ISI inspection reports. It converts ratings into a standardised 1–10 scale for fair comparison across all schools in England.
Disclaimer: The FMS Inspection Score is an independent analysis by FindMySchool. It is not endorsed by or affiliated with Ofsted or ISI. Always refer to the official Ofsted or ISI report for the full picture of a school’s inspection outcome.
Nursery at Cherry Trees 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 If you spot anything outdated or inaccurate, please let us know.
Picture exchanges, sensory play and learning to manage everyday tasks give Cherry Trees’ early years provision its character. This is nursery education within a special school in Wombourne, where communication and independence shape the activities children undertake. The school educates children aged 2–11 with needs including autism and learning disabilities, alongside children whose needs cannot be met in mainstream education.
Blue Class caters for the EYFS / Year 1 age range, placing early learning within a class that spans more than nursery alone. Ofsted judged early years provision Good at the inspection on 28 and 29 February 2024. Building work had included refurbishment and extensions affecting the early years classroom.
Learning starts with ways to communicate. In Blue Class, children learn early PECS, the Picture Exchange Communication System, while Makaton and intensive interaction provide other routes into expressing needs and engaging with people. For a child with little spoken language, the day therefore includes opportunities to communicate through pictures, signing and interaction.
The Early Years Foundation Stage (EYFS) connects communication, movement and social development with early literacy, mathematics, creativity and understanding the world. Here, that means making marks, exploring books, counting through play and investigating materials. Adults support activities within a structured routine, with sensory experiences used to support learning. Small and large PE equipment gives children opportunities to practise different movements indoors and outside.
An outdoor area serves early years play and learning, and a second indoor room provides space for structured play. Blue Class has swimming and Wightwick soft play visits timetabled weekly. Forest School takes learning into the school grounds and community locations such as Saltwells Nature Reserve; cooking, music and role play add different ways to participate.
Pre-reading development. In February 2024, the school needed to strengthen its pre-reading curriculum across classes. Opportunities to develop attention, explore environmental sounds and understand meaning in books were not consistently sufficient for pupils who were not ready for phonics. This matters for children whose next step is engagement with sounds and stories rather than recognising letters.
Settling begins with a structured induction after referral. Class teachers contact families and, where appropriate, the child’s current setting. Visits introduce children and parents to staff and other pupils, while discussions cover medical needs and personal care. Adjustments are agreed with families, giving the transition room to respond to the individual child.
Support extends to practical independence: Blue Class children practise feeding, dressing and toileting. Teaching staff prepare individual personal care and toileting plans, while the nursing team develops medical care plans. The school’s teaching groups have a teacher and access to at least two teaching assistants, with usually three assistants for groups with more significant needs.
Parents can communicate through Classdojo, telephone calls and meetings. Individual Education Plans contain targets agreed with parents, linking everyday learning to each child’s next steps rather than treating progress as a single shared timetable.
Nursery attendance does not guarantee a place in Cherry Trees’ Reception provision. Discuss the next placement and any application requirements with the local authority team responsible for special educational needs. This team is the contact for school admission, and a child needs an Education, Health and Care Plan before being considered.
Transition support and admission are separate matters. The school’s flexible approach continues when children change classes, with staff and families discussing needs and agreeing adjustments. Familiarity can support the change of class; it does not secure the next placement.
Cherry Trees is on Giggetty Lane in Wombourne. To enquire or arrange a visit, contact the office on 01902 894484 or email office1@cherrytrees.staffs.sch.uk. Prospective parents can tour the school, and a new-parent information morning takes place before children start.
Staff support handovers for children travelling on school transport. Children collected by parents or carers are escorted out by staff, and the site has parking for collection and drop-off.
It is early years provision within a special school supporting children with needs including autism and learning disabilities. Blue Class caters for the EYFS / Year 1 age range.
Blue Class uses early PECS, Makaton and intensive interaction. Children can develop communication through pictures, signing and interaction as well as speech.
Early years children have an outdoor play and learning area. Blue Class has weekly swimming and Wightwick soft play visits, alongside Forest School activities on site and in community locations such as Saltwells Nature Reserve.
No. Discuss the next placement and any application requirements with the local authority team responsible for special educational needs. This team is the contact for school admission, and an Education, Health and Care Plan is required before a child can be considered.
Yes. Prospective parents can tour the school by contacting the office. A structured induction follows referral, with teachers discussing the child’s needs with their family.
