- Nursery 39 FTE.
- Years FS2 –Yr 6 210 (nominal admissions number 30).
- Wrap around care includes breakfast clubs and a varied range of after school clubs.
Greengate Lane Academy
Who to contact
- Contact Name
- Wendy Wheldon
- Contact Position
- Head Teacher
- School Website
Where to go
- Greengate Lane Academy
Greengate Lane Primary School
- S35 3GT
When is it on?
- Time of day
- Monday, Tuesday, Wednesday, Thursday, Friday
- Wheelchair Access
- Cater for special dietary requirements
- Dietary needs catered for
- Additional dietary information
- Other dietary requirements can be catered for if medical evidence is produced.
- Supports special needs and disabilities
- Special needs and disabilities experience
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
- Able to accommodate other cultures/ethnicities
- Age Range
- 4 years to 11 years
- Disabled Facilities
- Quiet Area
- Providers who offer pickups from this setting
Ann Boldock, Childminder
Emma Milligan, Childminder
Gemma Henser, Childminder
DISCLAIMER: Greengate Lane Academy 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.
- Contact Name
- Amy Hirst
- Contact Telephone
- 0114 2848322
- Contact Email
School Ofsted Inspection Report
School Performance Report
- Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
- SEN Provision Type
- Please state the number of pupils on your roll and your average class size
180 school. Average class size 25.
- How does the setting identify learners with SEN?
- Assessments by staff and by bought in Educational Psychologist support.
- The school has very clear pupil progress tracking and detailed in school assessments of all children.
- Regular pupil progress meetings are held to identify any underachievement with groups of learners and those with SEND.
- Is your setting physically accessible to all learners?
The school consists of 1 main building with each year having it’s own classroom. All buildings are accessible to wheelchairs and all buildings have disabled toileting facilities. The school has a number of separate learning spaces (e.g. nurture room ) to run specific interventions and to provide necessary additional support. The school has lively and accessible classroom environments with visual timetables and resources accessible to all. We have changing facilities on site for older children. Resourcing in school is always tailored to needs of learners and we have a number teaching assistants who offer appropriate support for children.
Our school is fully secured with fencing and stringent access arrangements. All children eat their lunch in the school dining hall.
- How does your setting adapt the curriculum for learners with SEND?
- Teachers are responsible for the education programme for children with SEND supported and monitored by SENCo and outside agencies.
- All classes have clear differentiation for different needs.
- Senior learning mentor provides 1-1 and small group support for individual needs eg social skills.
- Part time Nurture Group provision.
- The school provides Individualised programmes / routines if needed.
- What training have your staff received to support learners with SEND?
- Staff trained in PECs, Speech and language, fine motor skills, dyslexia, attachment difficulties. Regular meetings of all adults involved with child to ensure good knowledge of needs.
- Specialist expertise accessed through bought in services.
- Achievement for All Ambassador school (2014).
- How do you communicate with and involve families?
- Regular meetings, home school diaries.
- Termly structured conversations (AFA).
- Interpreter/ translations provided if required.
- Parents signposted to support networks.
- Celebration and Class Assemblies.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
- Case studies
- Data tracking for at.tainment and progress.
- Pupil progess meetings.
- SENCo monitoring and evaluation.
- Boxhall screening.
- What support do you provide for the learners' overall wellbeing?
- One to one, small group support for particular issues eg Circle of Friends, Silver Seal.
- Peer mentoring.
- Senior learning mentor- breakfast club, lunch time, break time.
- Where appropriate we work alongside outside professionals and to deliver specific seesions.
- Nurture Group Provision.
- Extensive wider opportunities are available to children.
- What kind of behavioural interventions do you use?
- Senior learning mentor leads on behaviour and attendance.
- Attendance- first day follow ups, IAPs, rigorous monitoring, rewards.
- Behaviour- high expectations, clear behaviour policy, rewards and sanctions, close parental liaison, home school diaries, behaviour plans, mentoring, nurture group, internal and fixed term exclusions exclusions.
- How do you ensure learners with SEND are included in non-classroom based activities?
- All SEND children can access all activities.
- Parents involved in planning if appropriate.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
Breakfast Clubs and After School Clubs.
- How do you consult with and involve learners in their education?
- School council.
- Pupil feedback.
- Do you have an online prospectus? Are there open days for families and learners?
- Prospectus and lots more information on website.
- Visits to look around by appointment.
- Invitations to look at work (Pride Folder Afternoons).
- Do you offer outreach to home educating families?
- Does your setting offer any additional services for learners with SEND?
- Last Updated
- school, special needs, special educational needs, learning disability, learning disabilities