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Greenhill Primary School

Description
  • Greenhill Primary is a larger than average primary school on the outskirts of Sheffield, with increasing pupil numbers
  • It serves the local community of Greenhill but also attracts an increasing number of pupils from the Lowedges Estate, which is out of catchment
  • Socio-economic indicators place Greenhill as an average school with average attendance and higher than average stability
  • We have two “Looked After Children" on roll
  • Around 85% of pupils in each year group are "White British" and around 95% of pupils speak English as their first language

Who to contact

Contact Name
Julia Brown
Contact Position
Headteacher
Telephone
0114 2377080
E-mail
enquiries@greenhill.sheffield.sch.uk
Website
School Website
Notes
  • Greenhill Primary is a larger than average primary school on the outskirts of Sheffield, with increasing pupil numbers
  • It serves the local community of Greenhill but also attracts an increasing number of pupils from the Lowedges Estate, which is out of catchment
  • Socio-economic indicators place Greenhill as an average school with average attendance and higher than average stability
  • We have two “Looked After Children" on roll
  • Around 85% of pupils in each year group are "White British" and around 95% of pupils speak English as their first language

Where to go

Name
Greenhill Primary School
Address
Greenhill School
Greenhill Main Road
Sheffield
Postcode
S8 7RA

When is it on?

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

Inclusion Information

Wheelchair Access
No
Supports special needs and disabilities
Yes
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years
Facilities
  • Secure setting
Providers who offer pickups from this setting
Tracy-Jane Haigh, Childminder  Susan Semple, Childminder  Sarah Simmons, Childminder 

DISCLAIMER: Greenhill 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

SENCO - Julia Brown

SEN Governor - Carolyn Longson

Contact Name
Julia Brown
Contact Telephone
0114 2377080
Contact Email
enquiries@greenhill.sheffield.sch.uk
Links
School Website
Ofsted Inspection Report
School Prospectus
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? 

N/A

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

We currently have 531 children on role with an average of 30 children per class

How does the setting identify learners with SEN? 
  • Class teachers regularly monitor and assess their children and barriers to learning are identified quickly and referred to the Access and Inclusion Manager for assessment of need
  • External providers offer specialist assessment for difficulties associated with learning, behavior, speech and language and other educational barriers
Is your setting physically accessible to all learners? 
  • Greenhill School was built in the 1950’s over three floors, there are stone steps to the upper floor and downstairs to two Key stage 1 classrooms, the dining hall and playgrounds, there is no wheelchair access to the upper floor but the lower level can be accessed externally via the playgrounds
  • Greenhill is built on a large site and we are fortunate to have a large playing field and two playgrounds all of which are secured with fencing
  • In order to accommodate all our children, there are three lunch sittings over the hour which rotates termly, the dining room can be a noisy place to eat but every effort is made to ensure the children are supported where necessary 
  • Greenhill is an inclusive school with visual timetables in all classrooms and other visual aids to support learning, should a child require additional aids to support their learning, these would be sourced upon advice from professionals
  • From September 2014 Greenhill will open ‘The Hive’ which will provide a safe learning space for those children who find the mainstream school day challenging, this will be accessed following referral from the class teacher and once all other whole school strategies have been proved unsuccessful
How does your setting adapt the curriculum for learners with SEND? 
  • The Access and Inclusion Manger will oversee the educational programmes in school with advice and assessment from relevant outside professionals alongside communication with parents and carers
  • All our classrooms offer a high level of differentiation and staff undertake continuous professional development to ensure they are able to support a variety of additional needs within the classroom
  • All pupils will be accommodated to the best of the schools’ ability and interventions such as Theraplay, Positive Play, Life skills, Mentoring and Peer mediation are offered in addition to the daily interventions offered within the classroom
What training have your staff received to support learners with SEND? 
  • Support staff can offer a variety of interventions within school and are trained in  Fischer Family Trust, Speech and Language support  such as the LEAP ( Language Enrichment), VIP (Vocabulary improvement), NIP (a Narrative programme), Communicate in print and Gross and fine Motor skills support
  • We have experience of supporting children with ADHD and Autistic spectrum disorders and have good working relationships with many external agencies
  • We do not currently have trained staff to feed and provide personal care
How do you communicate with and involve families? 
  • Greenhill have an open door policy, staff are available at the beginning and end of the school day for brief communications, members of the Core Leadership Team are also available every morning on ‘meet and greet’ at the beginning of the school day
  • Weekly communications home are via newsletters, phone calls, The ‘Note home’ on Fridays, letters and texts
  • Parents evenings are termly as are SEN reviews where Parents and Carers are invited to discuss their child’s learning and set targets for the term ahead
  • Reports are sent out annually in July
  • Interpreters can be provided upon request for families whose first language is not English

 

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The SEN register is reviewed termly with Interventions assessed at the beginning and then again at the end of each block
What support do you provide for the learners' overall wellbeing? 
  • Greenhill has a Learning Mentor and two assistant learning mentors, as of September, we will also provide support via ‘The Hive’ which will be an inclusive space available to all children who find the mainstream school day challenging and require additional support
  • Children who struggle socially are supported via interventions such as Social Circles, circle of friends, peer mediators, playground friends and play leader support
  • For unstructured times, Mentor support is available and lunch time staff are made aware of our more vulnerable children and actively engage them in activities wherever possible, indoor zones are assessable to children who prefer a quieter time at lunch times and offer ICT, chill and chat or board games
  • Disability awareness is taught via Circle Time, PSHCE lessons, visitors and assemblies
What kind of behavioural interventions do you use? 
  • Wherever possible the school will work with families to improve behaviour and attendance and meetings will be held regularly to ascertain views and ensure individualised support and programmes are in place 
  • Greenhill has a clear behaviour policy which states that children will receive 3 chances to improve their behaviour within the classroom after which they will be sent out of class to work in the hive for 10 minutes before returning to their peer group 
  • Golden Time is a reward at the end of the week for all those who have kept the school values during that week, this can be earned or lost as appropriate and personalised to individual children
  • For extreme behaviours and where the learning of others is compromised, consideration will be given to internal exclusion, referral to the Isolation Unit at Meadowhead School, after school detention or fixed or permanent exclusion
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Learners with SEND are encouraged to access all the activities the setting offers and additional support can be provided where appropriate, the school will work with parents to ensure adequate provision is in place such as additional adult or peer to peer support
  • Greenhill offers a variety of lunchtime and after school clubs to suit all abilities and there is the opportunity to take part in a residential from Year 2 onwards 
  • Regular meetings are held to ascertain the views of the parents and children, working together is crucial as parents know their children best
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs are available
  • After School Clubs are available
  • Holiday Clubs are available
How do you consult with and involve learners in their education? 
  • Learners are encouraged to contribute their views in a variety of ways such as regular two way conversations with teaching staff, chances to correspond to marking, taking part in class and whole school learner councils, class Circle time discussion, P4C discussion, Coaching, peer to peer support, TA support
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Information sharing meetings take place between pre-school and nursery settings and Foundation Stage staff prior to children starting school, transition visits to school take place during the Summer term prior to start, Foundation Stage staff  visit the home setting prior to start during the Autumn term
  • There is a phased entry into Foundation Stage with children attending initially for the morning and building up to a full day, there is a  parents information evening during the Summer term in preparation for the Autumn term start and an opportunity to attend a parents coffee morning in order to  meet staff
  • Relevant staff will attend the last SEN review prior to the school start for children with additional needs 
  • The majority of our pupils transition to Meadowhead Secondary School, however a small number move elsewhere in the city
  • In preparation for Secondary transition, Information sharing meetings take place with relevant staff from the receiving schools, vulnerable students are identified and Mentor support made available if appropriate, there is an additional visit to the Secondary School for vulnerable students prior to the whole year group transition visit
  • For all children in school moving within year groups, consideration is given to both positive and negative influences on learning, children are asked to identify two friends that they would like to be in the same class with and are guaranteed they will have one with them
  • A move up day ensures the children have met their new teacher and are familiar with the new classroom environment before the end of the Summer term, for identified students, transition booklets and/or social stories are produced to support this process 
  • Classes are kept together wherever possible, FS-Y2 generally remain the same, however, due to pupil numbers, Y2 is then mixed into 5 Y3/4 classes, there is as little movement as possible in KS2 but this is dependent on factors such as learning ability, age and both negative and positive influences in the classroom
Do you have an online prospectus? Are there open days for families and learners? 
  • Our online prospectus lists all the information given above
Do you offer outreach to home educating families? 
  • We have no outreach facilities
Does your setting offer any additional services for learners with SEND? 
  • We are a mainstream setting and as such do not provide additional SEN services

Last Updated
14/11/2017
Keywords
school, ADHD, ADD, Autism, emotional difficulties, Dyslexia, moderate learning, SENCO, SEN
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