Special Educational Needs

Details of support and provision for children with SEND at Netherthorpe Primary School can be found be visiting the Local Offer page for children in Sheffield schools via the Council's website. Click HERE

Admissions for children with SEND are available there and by this link: click HERE. We strongly recommend visiting school before applying. 

Our Extended provision offer is detailed below:

Please state the number of pupils on your roll and your average class size 

Nursery class size: 26

F2- Y6- Class size = 30

How does the setting identify learners with SEN? 

  • Before joining school parents meet with our learning mentor to gain insight into previous schooling and additional needs. This allows us to liaise with families to ensure effective provision is in place if needed.
  • We monitor all children’s academic progress and emotional well-being at Netherthorpe on a half termly basis.
  • If quality first teaching in class using visuals and differentiation is not effective in ensuring maximum progress a referral to the SENCO is made.
  • Then the inclusion team meets and plan for additional provision. This is often in the form of group or 1:1 intervention.
  • If these are unsuccessful we seek further advice and support from external specialist services such as, Speech and Language, Educational Psychologist and the learning support service.

Is your setting physically accessible to all learners? 

  • Our building is fully accessible for children with physical disabilities.
  • The main entrance has a wheelchair ramp and automatic doors.
  • KS1 is accessible on the ground floor and KS2 is accessible by lift.
  •  All toilets are on the ground floor and we also have a disable toilet fitted with an emergency pull cord alarm.   
  • Our Foundation Stage also has a lift and our large outside area in accessible for all.
  • We work closely with specialist support when needed for example occupational health and the visual impairment team to provide adapted equipment for children with SEND.
  • We are a small school who maximises their learning spaces.
  • If a quiet room is needed to run intervention, social skill groups or time out this is arranged and adapted depending on the needs of our children.
  • Visual aids are used throughout school for all our children; this includes time tables, labelled equipment and quality first teaching.
  • Makaton, cued articulation, PECS and sign is used when children need it throughout school.

How does your setting adapt the curriculum for learners with SEND? 

  • The educational provision for a child with SEND is primarily the responsibility of the class teacher. However through close monitoring the inclusion team and the senior leadership team all take an active role in planning the provision of children with additional needs.
  • All class teachers differentiate work in every lesson. This includes providing additional support and resources.
  • We operate a flexible time table for children with additional needs. This may mean they access KS1 continuous provision if this is appropriate.
  • We use a wide range of interventions for children who need additional support.
  • Speech and Language groups at varying levels of complexity: LEAP, VIP, NIP
  • Dyslexia teaching: ALK
  • Reading and writing intervention: Fisher Family Trust
  • Paired reading
  • Gross motor skills
  • Social stories: ASD
  • Circle of friends: children with friendship/ attachment difficulties

What training have your staff received to support learners with SEND? 

Specialist training

  • Social Stories: The SENCo and Learning Mentor have received training on writing and constructing social stories to teach social skills for children with social communication difficulties.
  • PECS: staff in foundation are trained to use PECS (Pictorial Exchange Communication System) for children with social communication difficulties.
  • Fischer Family Trust: Teaching assistants are fully trained to deliver reading and writing intervention for children on a 1:1 basis.
  • Speech and Language: We have a dedicated teaching assistant that works with children identified with having additional needs in expressive and receptive language.

Whole school

  • All staff are trained and used cued articulation to assist with the learning of phonics.
  • All school staff have received training on differentiating for children with SLCN in whole class teaching.
  • To make all staff aware of children with additional needs, regular staff briefings are held.
  • Lunch time supervisors are informed of children with complex needs.
  • Inclusion meetings are held regularly to ensure that the individual needs of pupils are being met; these meetings include aspects of safeguarding, medical needs, behaviour and academic progress and provision. 

Medical Needs

  • We have two first aiders who have completed the ‘Ready for Anything’ training in June 2014. This allows them to offer guidance and support for pupils and school staff on asthma, allergies and diabetes.

How do you communicate with and involve families? 

  • There are two formal SEND reviews for all children with additional needs.
  • There are 3 parent consultation evenings a year.
  • The SENCO is available for parents on Thursday and Fridays or by appointment.
  • We use letters, email, texts and translators where needed to ensure all parents are involved.
  • Parental workshops are offered weekly to assist parents on how to help children at home with learning, health, well-being and engaging parents in the school community.
  • Formal intervention workshops offer parents insight into the support their children receive at school. These explain what the interventions look like the aims and set short term targets for the children.
  • Parents are invited into classes to watch and participate in lessons. All classes have a half an hour slot at least once a week where parents are welcome and invited to stay.

 

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

  • We monitor progress each term for all pupils, by looking at children’s work, watching children in class and talking to pupils.
  • All children in school participate in a 1:1 meeting with their class teacher to talk about individual targets and progress each term. 
  • Parents also receive a copy of these targets at parents evening and in annual reports.
  • The Inclusion Team meets regularly in school to discuss provision for SEN pupils.
  • Analysis of data and lesson observations also form part of the monitoring cycle and lead to evaluation of interventions. These are fed in turn into the annual School Development Planning INSET.
  • The SEN governor meets termly with the SEN Co to discuss the effectiveness of school’s provision; SEN provision is a standing agenda item in the termly headteacher’s report to governors and is also included in each Curriculum and Standards meeting

What support do you provide for the learners' overall wellbeing? 

  • We teach a PSHE (personal, social and health education) curriculum in all classes and a SEAL (social and emotional aspects of learning) curriculum through our assemblies.
  • Pupils are rewarded for developing social and emotional skills.
  • Pupils in our school are tolerant and respectful of each other.
  • Two classes recently participated in a wheel chair awareness course.
  • We are a small school in which everyone knows each other. 
  • The Year 6 pupils provide support for younger children at playtime as “Playground Buddies”.  Foundation Stage, Years one and two and years 3-6 all have separate playtimes. 
  • Pupils also have opportunities to participate in lunchtime clubs.
  • We can be flexible if a child needs extra support or care during unstructured periods such as lunchtime.

What kind of behavioural interventions do you use? 

  • We endeavour to find the cause behind a pupil’s difficult behaviour; this may involve working with families, educational psychologists and/or learning support. 
  • All members of the school follow the school’s behaviour policy. Part of this policy, pupils are all expected to abide by our Golden Rules and understand the consequences of not doing so.
  • We have used social stories and Circle of Friends to support children with behaviour difficulties.
  • We arrange for all new pupils to have at least one buddy supporting them during the first few days and weeks of being in school.
  • We aim to keep all children in class as much as possible; in the case of extreme behaviour a child may be internally excluded to another area of school.
  • Attendance is monitored weekly by the Learning Mentor; our aim is to identify and support children and families at risk of falling below school’s target of 95% attendance.
  • School does fine parents of children not following national guidance and expectations regarding attendance.

How do you ensure learners with SEND are included in non-classroom based activities? 

  • We would expect all members of a class to be able to participate in a class trip or residential. 
  • We liaise with parents of SEND children to ensure that our trips are inclusive and that carry out risk assessments prior to school visits to ensure that the location is suitable.

 

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Club

After School Club

We do offer our sports hall for use by Zest, a locally run organisation that promotes sport and healthy lifestyles.

How do you consult with and involve learners in their education? 

  • All children in school participate in a 1:1 mentoring meeting with their class teacher to talk about individual targets and progress.
  • This includes discussion about what they are doing well and how they can improve. This happens three times a year.
  • We also carry out pupil questionnaires at least once each year for every child form F2 onwards.
  • Individual staff carry out subject related questionnaires with samples of children as required.
  • There are also regular pupil voice meetings when all pupils from Year 1 to Year 6 meet in vertical age groups to discuss school and topical issues; these are often linked to school improvements of some kind.

 

Do you have an online prospectus? Are there open days for families and learners? 

There are weekly eventsfor parents in school led by a senior member of staff; these regularly involve parents and their children working together.

Files to Download

Contact the School

Netherthorpe Primary school

Netherthorpe Street
Netherthorpe,
Sheffield, S3 7JA

Main Contact: Elizabeth Gray - Head Teacher

Tel: 0114 272 6834
enquiries@netherthorpe.sheffield.sch.uk