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Mansel Primary

Mansel Primary is a mainstream school that caters for children from 3 - 11 years old.


We are a member of Steel City Schools Partnership, a multi academy trust. Mansel Primary is a two form entry school with a range of teaching assistants and pastoral staff supporting in every year group.

The school curriculum includes the national curriculum subjects and is taught using a thematic approach

Who to contact

Contact Name
Emily Matthews
Contact Position
Mansel Primary School

Where to go

Mansel Primary
Chaucer Road
S5 9QN

When is it on?

Time / Date Details
8:35am - 3pm Monday to Friday. Breakfast club opens at 8am. After school clubs usually finish at 4pm.
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
3 years to 11 years
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
Wendy Middleton, Childminder  Julie Stone, Childminder 

DISCLAIMER: Mansel Primary 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.

Childcare Information

Funded Early Learning

Registered to provide Funded Early Learning Places?
For 2 year olds (up to 15 hours a week)

Opening Times & Facilities

Disabled Facilities
Secure setting

Local Offer


Mansel Primary is a mainstream primary that caters for children between the ages of 3 and 11.

We are a member of Steel City Schools Partnership, a multi academy trust. Mansel Primary is a two form entry school with a range of teaching assistants and pastoral staff supporting in every year group.

The school curriculum includes the national curriculum subjects and is taught using a thematic approach

Contact Name
Aimee Landers
Contact Telephone
0114 2321278
Contact Email
Mansel Primary School information including policies
SEND report and local offer
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

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

Number on roll = 408 (FTE)

Average class size – 28 children (IAN 58)

How does the setting identify learners with SEN? 

As a school we access support from Speech and Language therapists, Educational Psychologists and the Learning Support Service. We use their expertise and advise to ensure that we are correctly identifying those students with SEN. We also work closely with GPs, Child and Adolescent Mental Health Service (CAMHs) and Ryegate Children’s Centre.

Is your setting physically accessible to all learners? 
  • Our school building is built on three separate levels. There is a lift linking the three levels of the school and so it is accessible to wheelchair users. Entrances into school are either level with the ground outside or have a ramp. The school is all housed within one building.
  • There are no specific adaptations that have been put in place to support children with auditory or visual impairments.
  • All classrooms and learning environments use visual timetables and these are used on a daily basis.
  • Within school there are disabled changing and toilet facilities on all levels.
  • The playground is very secure and is fully surrounded by a high fence. All entrances and exits to the school building can only be opened by staff using a key card.
  • There are no specific quiet spaces available for learners to access if they cannot cope with noisier environments.
How does your setting adapt the curriculum for learners with SEND? 

The curriculum provided at the school is fully differentiated for all learners including those with SEND. All lessons are differentiated and children’s individual needs are taken into account when planning individual lessons.

All children identified as having SEND have an identified plan with a clear set of targets.

Children with identified SEN have the same access to activities within school as all other children.

Teaching assistant support is provided in all year groups to enable all children to access the curriculum.

Pastoral support staff help children to reach their full potential by holding self-esteem groups or working with individuals on social skills etc.

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

Identified staff have been trained in the use of team teach techniques within school.

All staff have basic first aid training however staff are not specifically trained in administering medication, feeding or personal care of children.

How do you communicate with and involve families? 

The school regularly communicates with families by phone calls, review meetings, parents evenings, text messages and newsletters.

Parents are fully involved in the review process and setting new targets for children with SEN. They share responsibility and ownership for the targets with school and are given strategies to help their child fulfil their targets.

Currently we do not offer any specific training to parents regarding SEN. We also do not have a specific SEN parents group however we do have parents coffee mornings open to any parent to attend.

We use translators to help communicate with parents whose first language may not be English. We also translate written material wherever possible.

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

The school regularly evaluates its effectiveness for all children including those with identified SEN.

Regular observations of lessons are carried out as well as planning scrutinies, book scrutinies and learning walks to evaluate the provision within school.

We have half termly pupil progress reviews where each year group discusses the progress of all children with leadership and identifies specific actions for vulnerable groups including children identified as having SEN.

The school also carries out regular monitoring visits to ensure that the provision is effective for all children.

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

All year groups have regular  SEAL  lessons where they are taught about the social and emotional aspects of learning.

The pastoral team identify children who may need more support with their social and emotional wellbeing and are able to put interventions in place to support these children.

Within the school setting we have a nurture group which caters for the emotional and social wellbeing of a small number of identified vulnerable children.

Our links with Woolley Wood Special School give us great opportunities to promote disability awareness to all learners.

What kind of behavioural interventions do you use? 

The pastoral team within school support children with behaviour issues and provide structured interventions for children who may need it.

We have a very structured behaviour system within school which involves consequences given for inappropriate actions as well as rewards issued for correct behaviour.

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

Within the school learners with identified SEN are able to access the same activities as other children as much as possible. As we are a mainstream school we do have a limited number of staff and larger class sizes than some specialised settings and so we cannot commit to always being able to accommodate all children within all activities.

Parents and carers of vulnerable children are involved in the planning of all visits and trips to ensure that their children can access them to the best of their ability.

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

The school offers a breakfast club, after school clubs and holiday clubs

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

Our school council allows children to share their views and is representative of all members of our school community.

We also hold a regular Principal tea party to hear the opinions of children.

We also have regular opportunities for pupil voice activities where children can share their views about different aspects of school life with the leadership of the school.

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

The school prospectus is available from the school office although it can be accessed online.

Open evenings are held at school for new starters and visits into school can be arranged by contacting the school office

Last Updated
primary, school, education, early years, SENCO, Mansel, foundation stage
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