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Emmanuel Junior School

Description

We are a mainstream junior school with 2 form entry.


Who to contact

Telephone
0114 248 3048
E-mail
enquiries@emmanuel.sheffield.sch.uk
Website
School Website

Where to go

Name
Emmanuel Junior School
Address
Thorpe Drive
Waterthorpe
Sheffield
Postcode
S20 7JU

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Visual impairment
Multi-Sensory Impairment
Dyslexia
Hearing impairment
Social, emotional and mental health needs
Medical Needs or long term illness
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
8 years to 11 years
Facilities
  • Disabled Facilities
  • Quiet Area

Local Offer

Contact Name
Claire Anderson
Contact Telephone
0114 248 3048
Contact Email
claireanderson@emmanuel.sheffield.sch.uk
Links
School Prospectus
Ofsted Inspection Report
Ofsted Performance Report
SEN Information Report 2018-19
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 

 

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

We have 174 children on roll. The average class size is 21 learners in a morning and 29 learners in an afternoon.

How does the setting identify learners with SEN? 

Every learner has their progress closely monitored through regular pupil progress meetings and frequent consultation with parents. Through this we are able to identify additional needs that a child may have and will seek out specialist assessments using the outside agencies that support our school e.g. Speech and Language Therapy Service, Educational Psychology Service, Autism Team etc.

A learner can be given help with requesting a statutory assessment if appropriate so that we have a full and clear picture of the learner's needs. 

Is your setting physically accessible to all learners? 

The school is contained within one building. The facilities we have are wheelchair accessible as we have a lift and ramps to enable children to get onto the different floor levels. We make adaptations to the auditory and visual environment following advice from the hearing and visual impairment team as appropriate to individual children's needs.

We use a variety of visual aids to support our children and these can include visual timetables as well as communication books and picture symbols. Computers are used by staff and pupils as part of the curriculum and we provide alternatives to keyboards types and sizes as needed.

We have a disabled toilet and disabled changing facilities.

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

The SENCO and class teacher, together with parents, plan the education programme for a learner with SEND, following the advice and recommendations from any supporting outside agencies. These programmes are overseen by the Headteacher. The programmes are closely monitored and updated as necessary.

The school ensures that all lessons are appropriately differentiated so that the curriculum meets the needs of all learners with SEND. We endeavour to make all reasonable adjustments to the school's routine to support our learners with SEND.

We can provide a range of activities to learners with SEND in addition to those available through the curriculum e.g. fine motor skills group, nurture room, gross motor skills group, booster interventions in literacy and numeracy.

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

Teachers all have QTS.

Teaching Assistants have various qualifications as follows:

NVQ Level 2
NVQ Level 3

Identified staff are trained in first aid.

School staff have accessed a range of training opportunities around SEND, including Team Teach, Positive Behaviour Support, Autism Awareness training, Speech and Language support etc. The training opportunities continue on a yearly cycle and adapt with the needs of the children on role.

Individual children's communication plans are designed by a Speech Therapist. Advice from outside agencies is sought at reviews and relationships with therapists are maintained to support families in accessing the services that they are entitled to.

Information is shared with relevant staff as needed. This is overseen by class teachers, the SENCO and the Headteacher.  

Certain staff are trained to administer medicines.

How do you communicate with and involve families? 

School communicates with parents through newsletters, emails, text messages, parents evenings and SEND review meetings. Informal discussions about learners with SEND are also invited. Parents are invited to feedback their views prior to a Statutory Annual review meeting to ensure that their views are a focus of the meeting.

We offer parent training and learning events in relation to SEND through the Family of Schools (10 schools within the Westfield area). Through this network we also currently have an SEN group for parents.

We don’t currently have any families which require support to communicate with staff.

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

Annual parent questionnaires are completed to gather views from all parents and feedback is taken at SEND review meetings from parents and learners.

The SENCO management group that runs across the Family of Schools meets each half term to rigorously ensure that we are providing effective provision for our learners with SEND, following the agreements that are in place in each school.

The Senior Leadership Team and Governors monitor performance through subcommittees and reports to set targets for performance.

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

The school ensures that all learners have access to weekly Social, Emotional and Behavioural Development lessons as well as support from Teaching Assistants and Teachers when necessary.

We also have a nurture room which relevant children can access. The learners also have access to specific activities over the school year that help them to develop their understanding of others needs e.g. through the Family of Schools 'Sporting Offer' and other appropriate PSHE activities. Disability awareness is threaded through these lessons and activities and through assemblies.

Children who find it difficult to make friends can be supported through the organised games that run at lunchtimes. Alternative activities can be organised for vulnerable children at unstructured times and this is managed on a child by child basis.

What kind of behavioural interventions do you use? 

All staff have received training on behaviour management and follow the school's positive behaviour policy for support children with behavioural needs.

Behaviour plans are put in place for children whose behaviour is becoming extreme. These plans draw on the expertise of the parents, staff and external professionals if necessary.

Attendance for all children is monitored closely throughout the year. Parents are worked alongside to increase their children's attendance. School is also able to seek support from the Inclusion Officer at the MAST team if necessary. 

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

Activities that are fully accessible to learners with SEND are arranged in school so that every learner with SEND can be included. Close consultation with parents when planning trips and activities is sought and school can assist learners with SEND to access trips and activities in a variety of ways e.g. providing additional adult support when necessary.

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs.
  • After School Clubs.
  • Holiday Clubs through the Westfield family of schools group.
How do you consult with and involve learners in their education? 

Learners are able to contribute their views through the School Council, pupil questionnaires and ongoing discussions with school staff as applicable. Learners with SEND can also contribute their views through the Statutory Annual review process. Learners will be supported to do this with support if needed.

How do you prepare learners with SEND to progress to, from and within your setting? 

Learners that have been offered a place at our setting will be invited to attend on a few occasions before joining the setting. For learners with SEND the SENCO will attend transitional reviews to gather as much information about the learner as possible and will pass this information to all relevant school staff to help prepare for the learner's needs. If appropriate, school staff will meet with outside agencies that are involved with the learner.  

Learners are prepared to move onto Secondary School following the Family of Schools transition programme, which can be amended to suit individuals and their SEND.

Friendships groups are one of the things that are taken into account when setting up new class groupings but this is not the only criteria. The classes are usually mixed on an annual basis.

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

The school has a website with further information about the school and an online prospectus is available through here. There are open days for families and learners and anyone can make arrangements to visit the school outside of these planned events.

Do you offer outreach to home educating families? 

There are no specific services or facilities offered to those home educating or wishing to access outreach support.

Does your setting offer any additional services for learners with SEND? 

There is no residential provision or enrichment programmes currently offered through the setting.


Last Updated
09/11/2018
Keywords
school, special needs, special educational needs, autism, ADHD, ADD, mental health, learning disability, disability
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