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Conductive Education


Greenhall Nursery is proud of its Conductive Education heritage and the positive impact that this has had on children’s development. Today, we recognise the diverse needs of our school population and acknowledge the importance of working with the available resources yet still believe that ALL children with physical needs benefit from the principles of Conductive Education.

With our learners with physical disabilities, we deliver the Early Years Foundation Stage through the holistic learning approach of Conductive Education. Conductive Education aims to encourage pupils to be active learners and problem solvers in every situation.

The Conductive Education System provides the structure within which all of the pupils needs are met. This includes personal, social and emotional skills, communication and physical development and also enables the children to have access to a broad and balanced Curriculum.   Conductive Education therefore is not a ‘subject’ and does not operate in isolation but underpins all aspects of learning within the school.

Conductive Education prepares pupils for inclusion into their local community and/or mainstream school as appropriate. The pupils at Greenhall Nursery learn how to adapt their skills to function in new situations that they are likely to face in their wider environment. The Nursery also plans opportunities for social inclusion through link days with local mainstream schools where children are facilitated to ensure success and enjoyment.

Effective Teaching and Learning

Conductive Education recognises pupil’s individual needs and learning styles and differentiates to meet these. Pupils work within a variety of groups and structured planning ensures that individual needs are met. Pupils are encouraged to be independent learners and decision makers which prepares them to meet the challenges of everyday life.

Staff in school act as positive role models and are aware of and involved in the process of setting appropriate goals which are challenging but achievable to ensure all pupils experience success. It is a vital part of the process that all staff identify opportunities for learning that naturally arise during the school day. This involves utilising every activity as a learning opportunity.


During the Task Series pupils are involved in a series of differentiated physical activities whilst accessing the Early Years Foundation Stage. The day is planned to provide opportunities for all pupils to apply and practice these skills in a wide range of situations.

Conductive Education is wider than the school curriculum and reaches into all elements of the pupil’s life, including their home life. In order for children to practise skills learnt consistently across the whole day it is essential to develop strong partnerships with parents/carers through encouraging them to play an active role in school life. This may involve working alongside their child or observing their child in a variety of situations.

The ‘School for Parents’ (SFP) is available for the parents of very young children and promotes the importance of Early Intervention. The aim of SFP is to teach parents how to work with and promote their child’s development and learning. It actively encourages parents to be involved throughout their child’s school career, whether it is at Greenhall or an alternative provision. The added benefit of having parents meet together and naturally ‘network’ and provide support for each other cannot be ignored.


In order to monitor progress of individual pupils, staff maintain records of continual assessment. These are based on observations and are used to inform future planning and individual pupil programmes. Pupil’s progress is recorded in the children’s Learning Journeys.


The school have two Conductor-Teachers who are responsible for the development of Conductive Education at the Nursery. They write the task series and develop and monitor practise across the whole-school to ensure that opportunities for the children to be active and independent are maximised. There is an emphasis on CPD with new staff taking part in in-house training on Conductive Education and ongoing skill development of all staff through planned whole-school focus areas.


Equal Opportunities

All pupils have access to all areas of the curriculum regardless of age, ability, gender or race.

Access Statement

All the pupils in School have an entitlement to the Early Years Foundation Stage. This is further enriched by additional curricular opportunities.

Each pupil has a ‘Personalised Learning Plan’ that ensures the curriculum is differentiated to meet their specific needs. Pupils in school access the curriculum through the holistic approach that is Conductive Education and pupils are empowered to achieve and succeed in all aspects of learning.

Total Communication Approach

At Greenhall, we recognise the importance of developing children’s communication skills and providing each of our pupils with a ‘voice.’ We want to create an inclusive environment where all communication methods are accepted and built upon – we are laying the foundations for later learning! 

We have established a ‘Total Communication’ approach that incorporates speech, body language and facial expressions, Makaton signing, symbol use, use of objects of reference and switches. This will enable us to create an inclusive environment that recognises and celebrates the individual.

Staff have a wide range of knowledge, expertise and skills. Staff training has included in PODD, Makaton, PECS, objects of reference and SENSE Intervenor training.

Organisation at Greenhall Nursery


The school’s individualised induction programme aims to make the transition into school life as smooth as possible for all children and their parents. Hence we arrange:

  • A visit and tour of the school and an opportunity to meet with staff working in the Early Years department.
  • Opportunities for children to spend time in school, both with and without their parents.

The manner in which children are introduced to the school depends on their individual needs. Some children visit over a period of time with and without their parents. Other children build up from half days without their parents. Once children are attending school without their parents, contact is maintained through the home – school diary and telephone conversations. 

Staffing and organisation of classes

Greenhall has three classes (mixed age with children grouped according to needs) each headed by a Teacher-Conductor / Teacher who is assisted by support staff. Our governor run nursery, ‘Little Learners’ is also based onsite. Physiotherapists are an integral part of the staff team and spend time working with the children. Every child participates in a hydrotherapy /swimming session in the school pool. In addition to this the school is supported by Speech and Language Therapists, a teacher for hearing and visually impaired pupils and an educational psychologist, as well as other professionals as needed. 

Organisation will change annually depending on the number of pupils. However, we will endeavour to recognise pupils individualised needs whilst ensuring all pupils have equal access to activities regardless of age, ability, gender or race.

The Early Years Foundation Stage is organised into times in which the children take part in teacher led activities, and times in which they can choose from a variety of carefully planned activities based within the seven areas of learning and designed to help children progress through developmental stages, towards the Early Learning Goals. Learning activities are planned by the teacher with input from the rest of the team.


Conductive Education Policy

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