Thomlinson Junior School
The school was originally opened in 1820 by the National Society, a Church of England foundation, in the National School building, which still stands in the High Street opposite the entrance to the Secondary School. When this ceased to be used as a school in 1968, the junior aged pupils moved into their present accommodation, Westmorland House, when the Nelson Thomlinson Grammar School vacated it.
Westmorland House dates back to around 1799 when it was built as a private house. It was extended in 1815, and it is still possible to see the original etched window of a throstle’s nest from which Wigton’s self adopted nick-name originates and which is now the motif of both the Junior School and the town. In the last Nineteenth Century, the house was further enlarged to accommodate the Thomlinson Girls’ Grammar School and completely renewed in 1967 prior to it housing the Thomlinson Junior School. It has been upgraded at intervals ever since.
The accommodation now consists of 9 teaching areas, offices, library and large hall. The School also houses a Community Development Centre containing a suite of multi-media computer equipment as part of a European-funded project for adult retraining; it is available for use by our own pupils as well as the community in general. In addition to the grounds around the school’s building, the School owns extensive playing fields adjoining Wigton Infant School only a few minutes walk away.
At present some 235 boys and girls attend this, Wigton’s community school between the ages of 7 and 11; the majority of pupils transfer from the Wigton Infant School with whom there is a close liaison; we also admit children from the surrounding areas. Most go on to the Nelson Thomlinson School, Wigton, for their secondary education, although we work closely with other secondary schools to which our children may transfer at the age of eleven.
Who to contact
Where to go
- Thomlinson Junior School
- CA7 9PG
- Other notes
Thomlinson Junior School is a community school catering for children aged 7-11. Our school team work together to ensure that each child receives a broad and balanced curriculum. We also pride ourselves in creating opportunities for our children to use the outdoors to develop personal and inter-personal skills via our residential/outdoor programme. Our school also has an excellent sporting reputation.
We provide strategically resourced provision for children with SEND. Currently we support children with:
- Speech & language difficulties
- Moderate/severe learning difficulties
- Emotional difficulties
- Medical needs
All our children, regardless of SEND, are taught in mixed ability classes. Everyone is committed to providing the best support for ALL our children. We have specifically trained staff who are able to deal with medical needs as well as being able to support children who may go into crisis. Our school offers a range of interventions which support the needs of individual children.
- Contact Name
- Mrs Drago (SENCo)
- Contact Telephone
- 01697 342432
- Contact Email
Link to SEND Information
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- 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?
All staff keep a close eye on a child`s development both educationally and emotionally. Any concerns are raised with both parents and key members of staff such as the school`s SENDCo.
If a parent has any concerns they should contact the school to arrange a discussion with the most appropriate member(s) of staff.
- How will the curriculum be matched to my child's/young person's needs?
Teaching and learning is adapted across the school to meet the needs of pupils. For example, where there are gaps in phonology, teachers will put a program in place to support these children. Within classrooms work is clearly differentiated to allow all pupils to make progress. Interventions such as Numicon - Breaking down the barriers, and IDL are just some of the programs in place.
- 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?
Parent/Teacher meetings are held twice a year. Class teachers are proactive in contacting parents where they feel there is a concern. Parents are encouraged to contact the school at their earliest convenience whenever they have a concern.
Teachers meet with Senior leaders and the SENDCO, termly, to discuss pupil progress.
Details of curriculum planning are available in the school website.
- What support will there be for my child's/young person's overall well being?
Any child requiring the administration of medicines will be dealt with by members of the office staff who will record this administration.
The school employs a Learning Mentor who offers support to any child with social and emotional needs.
The school has a long established record of working to support those children with challenging behaviours and has extra facilities to enable this to happen.
The school has a clear behaviour policy, available on the school website which details procedures for managing behaviour.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
The school has access to specialist services which are called upon when and where the need exists.
The school works with the Educational Psychology department on a regular basis. During these meetings the needs of specific children will be discussed and a program of support planned.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Staff are all trained in Positive Handling. Attachment disorder and autism are areas where the school has invested in training.
- How will my child/young person be included in activities outside this classroom including school trips?
Wherever possible all children will be able to access trips and residential visits. Staff work alongside parents to establish a plan if a child has a specific need.
- How accessible is the setting/school/college enviroment?
Our building is, in the main, confined to two floors although we have a single classroom on a third floor. The building comprises two blocks one of which is not accessible to wheelchair users on its second floor. We have a lift which enables access to both floors in the rear building. We have disabled toilet facilities on the ground floor.
- 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?
Our school works closely with Nelson Thomlinson School in order to secure a positive transition for all pupils. Where a child has additional needs, we arrange extra visits to NTS to allow a child to get to know the setting.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Provision mapping and individual education plans are designed to establish individual needs/resources.
- How is the decision made about what type and how much support my child/young person will receive?
This is decided in discussion with class teachers, SENDCo, specialist agencies and parents.
- How are parents involved in the setting/school/college? How can I be involved?
The school operates an `Open Door` policy which encourages all parents to call in whenever they have a concern. The school`s website and Facebook page keeps parents informed as does the use of Parent Mail.