Millwood Primary Special School Nursery

Communication takes many forms at Millwood: a gesture, a picture or a Signalong sign can give a child a way to express themselves. That is the defining feature of this school’s approach, alongside sensory play in its early years provision. The nursery belongs to Millwood Primary Special School on School Street in Radcliffe, where learning and care sit within a specialist school context.

The July 2023 inspection needs a clear qualification: no children aged two or three were attending early years at that time. Its early years findings therefore should not be read as observations of a nursery cohort of those ages.

Play involving different senses is the starting point for Millwood’s Early Years Foundation Stage (EYFS) curriculum. For parents, the emphasis is on learning through play and exploration. Communication runs alongside it, giving children ways to participate and make their wishes understood.

Total Communication is the named school approach. Speech is combined with methods such as pointing to photographs, using gestures, exchanging pictures through PECS and signing with Signalong. These give a child several ways to convey a message rather than relying solely on spoken words. Parents and therapists work with the school on developing communication, and each pupil has a communication target within their Individual Education Plan.

In July 2023, communication development began from children’s entry to early years. Signing and picture systems supported listening, attention and participation, while adults encouraged children to choose and express opinions. The practical purpose is clear: communication supports both learning and a child’s ability to influence what happens around them.

Relationships matter in this provision. In July 2023, Ofsted found that early years children felt safe and had close relationships with adults who understood them well. That is relevant for families whose child needs adults to recognise communication beyond speech.

Support also extends to parents. The Child and Family Support Worker helps with meetings, contact with professionals outside school and access to local services. Parent workshops and support during changes of setting are part of that role, giving families a route for practical help alongside classroom contact.

Across school, the NSPCC’s PANTS programme teaches bodily privacy, consent and trusted adults. Pantosaurus songs and classroom posters make those messages concrete; teaching is adapted to children’s understanding and developmental needs.

Nursery attendance does not guarantee a Reception place. Millwood’s placement process involves the local authority and an Education, Health and Care Plan (EHCP), so families should use the EHC route when planning the move into school.

For a child who already has an EHCP, the plan is reviewed and parents give their school preference after receiving the amended draft. The authority consults Millwood about whether it can meet the child’s needs, then decides whether to name the school. Where demand exceeds capacity, places are prioritised by severity of need. The January consideration meeting relates to amended plans being issued by 15 February; that is a plan-issue deadline, not a parent application deadline.

Separately, the family support role includes helping with transitions into and out of school. That support should be understood as help with change, rather than an admissions advantage.

Millwood’s school day runs from 8.45am to 3pm, Monday to Friday in term time. These are school opening hours. Admissions enquiries go to the EHC Team at ehc@bury.gov.uk or on 0161 253 5969.

For upcoming open events, parents can register interest through the form on the Open Day page. General school enquiries can be made on 0161 724 2266 or at millwood@bury.gov.uk. The uniform page provides an ordering link through School Trends.