Tow Law Millennium Primary School

We are a primary school located in Tow Law.

We have a 32 place Nursery - 16 morning and 16 afternoon places - which is run by our Governors. Our Nursery offers the 15 hour entitlement for Nursery provision for 3-4 year olds and also the 30 hour provision for those who are entitled. We also work in partnership with two registered childminders in Tow Law and the 30 hours can be split between us if parents choose.

When is it on?

Time of day
Morning
Afternoon
Session information
Monday to Friday 8.55am - 3.15pm
Nursery Sessions: Mornings and afternoons or 2.5 day block

Who to contact

Contact name
Lisa Jackson
Contact position
Headteacher
Telephone
01388 730 283
E-mail
towlaw@durhamlearning.net
Website
www.towlaw.durham.sch.uk/

Where to go

Name
Tow Law Millennium Primary School
Address
Wear Street, Attlee Estate
Tow Law
Bishop Auckland
County Durham
Postcode
DL13 4LF

Other details

Related links
Ofsted reports

Availability

Childcare availability
Term time
Will be providing 30 hours

Local Offer

Local Offer description

We are a fully inclusive school committed to equality. Our high quality provision ranges from 3-11 years old. 

We can cater for Nursery on a full time basis (if parents qualify for 30 hours) or they can choose part time hours here combined with care from our two local childminders, with whom we have a very effective working partnership.

We welcome visitors or for more information, please visit our website at www.towlaw.durham.sch.uk

 

Contact name
Lisa Jackson or Claire Turner
Contact telephone
01388 730 283
Contact email
towlaw@durhamlearning.net
Links
SEND at Towlaw

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We have a rigorous tracking system for all pupils.  Staff meet regularly to discuss data of pupils and, through observations and these meetings, children are identified who need extra help and relevant plans are put in place with consultation with the child and their family.  If parents have a concern, they should speak to their class teacher who will then take appropriate action.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

The Early Years staff will work as a team to ensure all pupils receive the support they need.  They will work in collaboration with parents, pupils and outside agencies where appropriate to ensure all pupils reach their potential. Early Years staff also have rigorous tracking systems to help identify need and put in place appropriate support.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

All pupils will receive a broad and balanced curriculum which is differentiated.  Lessons are planned to meet the needs of children and support staff are deployed appropriately to support pupils where needed.  Teaching and learning is constantly evaluated and altered accordingly to ensure pupils reach their potential.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

In EYFS, termly reports are sent out highlighting strengths and areas for development, alongside three parents' evening opportunities where children's progress and achievements are discussed.

For Years 1-6, half termly reports are sent to parents detailing attendance, behaviour, attitude, etc.  There is also a termly parents' evening.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

We place a high emphasis on praise and reward for pupils' achievements. 

Pupils have their own School Council and School Buddies voted for by the children.

Children who require extra support with be identified and given an individual support plan.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

The school works with a wide range of specialist services including medical services, Educational Psychology Service, SEND Team, CAMHS, ASD Team, Outreach, etc.

We gained Investors in Children for the third time and worked with the eXtreme Group on accessibility.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Training undertaken by staff includes asthma, epi-pen, Makaton, attachment, deliberate self-harm, low mood and depression, social and communication difficulties, etc.

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

All pupils are offered outside activities and trips. Risk assessments and higher levels of support are put in place for children with a higher level of need in these situations.

How will you support my child's needs?

How accessible is the setting/school/college environment?

Our school is very accessible - it is a single storey building with no steps.  All internal floors are level and doors are wide.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Before starting in EYFS, we make a home visit to help children become familiar with their teachers. 

Throughout their time in school, pupils have a clear transition time to prepare them for their next class. In addition, staff from local comprehensive schools visit the school to talk to pupils. All the feeder schools do taster days to let the children experience the schools firsthand. 

Children also attend transition days near the end of the year when they have made their choice of secondary school.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SENCO's regularly meet to discuss the needs of individual pupils or groups.  Resources are then purchased and allocated and staff training needs identified if required.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

When needs are identified, staff work with parents and pupils to discuss and set up plans for the resources, and the type and amount of support needed.

These plans are agreed collaboratively.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

We have an open door policy and staff encourage parents to be involved and discuss any issues with teachers.

From very early in the Early Years, parents are invited into "Stay and Play" sessions to support their children. 

Regular meetings are held to discuss changes or support parents with the curriculum.

Parents or grandparents can join our Parents' Group who meet regularly help with fundraising etc.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.

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Address: Wear Street, Attlee Estate  Tow Law  Bishop Auckland  County Durham

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