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Angram Bank Primary School

Description

3 – 11 years, plus - Hearing Impaired Integrated Resource.


Who to contact

Contact Name
Mrs Andrea Carr
Contact Position
Headteacher
Telephone
0114 2848553
E-mail
enquiries@angrambank.sheffield.sch.uk
Website
School Website
Parent Organisation
Angram Bank Primary School - Integrated Resource for Deaf and Hearing Impaired Children

Where to go

Name
Angram Bank Primary School
Address
Kinsey Road
High Green
Sheffield
South Yorkshire
Postcode
S35 4HN

When is it on?

Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Supports special needs and disabilities
Yes
Special needs and disabilities experience
Hearing impairment

Other Details

Referral required
No
Age Range
0 years 3 months to 11 years 0 months
Facilities
  • Visual aids
Providers who offer pickups from this setting
Joanne Beedan, Childminder  Melanie Concannon, Childminder  Nichola Wasden, Childminder  Paula Beech, Childminder  Ann Boldock, Childminder  Emma Milligan, Childminder  David Beech, Childminder  Gemma Henser, Childminder 

DISCLAIMER: Angram Bank Primary School is not responsible for other childcare providers who are available to pick up from the setting and their inclusion on this list should not be understood to represent a partnership or endorsement. It is the parent or carer's responsibility to check that they are satisfied with the quality of additional providers.


Local Offer

Description

3 – 11 years plus - Hearing Impaired Integrated Resource.

Contact Name
Elaine Anson
Contact Telephone
01142848553
Contact Email
enquiries@angrambank.sheffield.sch.uk
Links
OFSTED Report October 2016
School Website
School Prospectus
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

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

307 from FS1 – Y6

How does the setting identify learners with SEN? 

Children are closely monitored through school systems and staff liaise and work closely with learning support and other outside agencies to identify areas of specific need.

Is your setting physically accessible to all learners? 

We do have a very small number of children who have physical disabilities however this has to be carefully planned and managed as we are a split site school and this can make transferring between the two buildings difficult.

The class rooms are semi open plan which can be a barrier to ease and flow of movement. There is no designated dining room, children eat communally in the hall which can be a busy place. The school is oversubscribed so there are no spare rooms or spaces which are not timetabled for use throughout the day.

We are an inclusive school therefore all classrooms and learning environments reflect the good practice of visual timetabling and support.

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

All children are the responsibility of the classroom teacher and effective differentiation is established good practice. However there are school systems for early identification of children who might be experiencing learning difficulties and staff work in close consultation with our Learning and Engagement team.

We hold termly Pupil Progress meetings where all children are discussed and this leads to intervention provision mapping according to need.

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

Continuing professional development is an ongoing priority of the school recent training has included:

  • Vocabulary Improvement Programme (VIP)
  • Social Stories
  • Inclusive classroom
  • We budget to enable us to work with specialist expertise.
  • Pupil “passports” are widely used to ensure consistency of approach.
How do you communicate with and involve families? 

Standard good practice ensures parents are consulted on a regular basis. There are termly parent consultations, an Achievement Day where parents are invited to give written feedback if they wish. We provide opportunities to communicate with families on a more informal basis e.g. available before and after school.

The Learning and Engagement team are available to welcome parents into school to be proactive with parental concerns. 

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Termly Pupil Progress Meetings
  • Weekly Learning and Engagement team meetings
  • Intervention Provision provides entry / exit data where possible. For interventions where this is not possible eg Forest Schools, staff provide feedback and communicate with colleagues.
What support do you provide for the learners' overall wellbeing? 

Children can be signposted and supported to attend lunchtime and after school clubs. We have playground buddies and trained play leaders. All children are cared for according to their needs either on a short or longer term basis. The Learning Mentors are proactive in this area.

What kind of behavioural interventions do you use? 

We have a whole school policy promoting positive behaviour which is underpinned by the “Golden Rules” which runs across the whole provision. We have a whole school approach to promoting good attendance with agreed systems and procedures.

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

We offer a wide range of lunchtime and after school clubs and signpost some children to engage. Children are involved in the risk assessment of visits where expectations and health and safety issues are shared, this enables all pupils to understand and be able to successfully take part in the activity.

On occasions we offer a personalised plan involving both child and parent so that successful inclusion can be achieved. Parents are given termly dates for forthcoming visits, they can also access the school website, so that they have the opportunity to discuss individual needs well in advance.

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

Breakfast Club

After School Club

How do you consult with and involve learners in their education? 
  • Annual “Every Child Matters” survey findings.
  • Established practice where children comment on learning in their books often through a written dialogue with their teacher.
  • Achievement Day comments section.
  • Child’s view in structured conversations and reviews.
  • Worry Boxes
  • Access to Learning Mentors.
Do you have an online prospectus? Are there open days for families and learners? 

The school website provides an online prospectus.

Meetings for new parents are offered and individual visits can be arranged.


Last Updated
25/06/2018
Keywords
SENCO; Special Educational Needs; Additional Support
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