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Sharrow School

Description
  • We are a mainstream, 2 form entry, primary school with a nursery.
  • The nursery offers 15 hours provision on a flexible basis.
  • We also provide childcare to children under 3 years of age, including 2 year Free Early Learning places.
  • We have a breakfast club, after school provision until 5p.m. and holiday care.

Who to contact

Telephone
0114 2551704
E-mail
info@sharrow.sheffield.sch.uk
Website
School Website

Where to go

Address
Sharrow School
Sitwell Road
Sheffield
Postcode
S7 1BE

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
Down's Syndrome
Multi-Sensory Impairment
Dyslexia
Hearing impairment
Cerebral Palsy
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
0 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting

Local Offer

Contact Name
Evelyn Abram
Contact Telephone
0114 2551704
Contact Email
info@sharrow.sheffield.sch.uk
Links
Ofsted School Inspection Report
Ofsted School Performance
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 

We can accommodate up to 30 children in each class.

How does the setting identify learners with SEN? 
  • We monitor each child’s progress each term.
  • If a child is not making expected progress we explore the possible reasons and look at how we can support the child to make appropriate progress.
Is your setting physically accessible to all learners? 
  • Our school building was opened in 2006.
  • It is fully accessible, with a lift.
  •  There is a disabled toilet with a height adjustable bed for changing or toileting older children.
  • The children are taught in open plan bases for each year group. These comprise 2 classes with up to 30 children in each, 60 children in each base.
  • Each year group has at least 2 class teachers and often an additional teacher for part of the week. They also have a number of Teaching Assistants allocated for part of the time each day to support children with their learning and other needs as appropriate. 
  • Each year group base has its own toilets within the base and a veranda for outdoor learning.
  • The children in Foundation Stage have their own playgrounds, with fences which are accessed via two gates with magnetic locks.
  • The playgrounds for the KS1 and KS2 children are fenced and accessed through gates, which can be opened by the children, but are always supervised.
  • There is a hearing loop in the hall.
  • Staff use visual timetables for the classes and visual timetables are used for individual children as appropriate.
  • The Foundation Stage children eat lunch in their bases. The KS1 and KS2 children eat in the dining room. The lunchtimes are staggered.
  • The Year 1 children start to eat their lunch 15 minutes before the Year 2 children begin theirs. Year 5 and Year 6 children start their lunchtime 30 minutes after the rest of the school, giving more space and easing pressure on both the dining room and playground.
How does your setting adapt the curriculum for learners with SEND? 
  • The class teacher is responsible for meeting the needs of all the children in their class.
  • Where a child requires further support, the Senco is on hand to advise and liaise with external agencies if required.
  • The curriculum and provision is differentiated to meet the needs of all the children as far as possible.
  • The Learning Mentor is also able to support children and families.
  • Different groups and activities are organised according to the needs of the children in school.
What training have your staff received to support learners with SEND? 
  • Staff receive regular training to ensure that they can meet the needs of children.
  • A number of Teaching Assistants have worked closely with Speech and Language therapists to provide language programmes to meet the needs of individual children.
  • There is a comprehensive language programme in place in the Foundation Stage to support the development of language for our younger children in school.
  • Some staff are trained to administer medicines, feeding or to provide personal care but this is always updated to meet the specific needs of individual children.
  • As the year groups are organised in open plan bases, there is always an adult available who knows the children.
  • There are always a team of Teaching Assistants supervising the children during lunchtime, alongside the lunchtime supervisors, who know the children.
How do you communicate with and involve families? 
  • The school communicates with parents/carers in a number of ways including face-to-face conversations, with translators where necessary, phone calls, letters and email.
  • Parents are involved in reviewing their child’s progress and setting new targets in termly meetings. Any decision is made with the full consent of the parent/carer.
  • We hold a range of family learning workshops and events.
  • There is a parent council which provides parents/carers with the opportunity to meet with and talk to parents of children in other year groups and Governors.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • We monitor children’s progress at least termly. If children are not making the progress we would expect then the provision is evaluated and alternatives considered.
  • If a further need is identified, the school will act.
What support do you provide for the learners' overall wellbeing? 
  • All year groups have Teaching Assistants allocated and they provide much informal monitoring of children’s social and emotional wellbeing. They are also around to support children during less formal times, such as on the playground.  They feedback to class teachers any concerns they may have about individual children.
  • We have a Learning Mentor who supports children’s social and emotional wellbeing.
  • We run social skills groups when appropriate and have playground leaders to support children.
  • The school population at Sharrow is very diverse and the ethos of the school is that difference is good and something to celebrate. Children learn that you do not treat everyone the same in order to be inclusive, but you meet each individual child’s needs wherever possible in order to enable everyone to join in. We have a number of children in school with a range of special educational needs and children are used to working and playing alongside children who are different from them – from nursery right through to Year 6.
What kind of behavioural interventions do you use? 
  • All staff are consistent in their approach towards expectations of children in relation to their behaviour.
  • We monitor attendance daily and good attendance at school is a high priority.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • We aim to make all our activities accessible to all children.
  • We make specific adaptions or arrangements where necessary to ensure all children can be accommodated.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

We offer Breakfast Clubs, After School Clubs and Holiday Clubs.

How do you consult with and involve learners in their education? 
  • Pupils are involved in all stages of their learning.
  •  They are clear of their targets and what they need to do to develop their skills and learning.
  • With all the additional adults in school, children have the opportunity to express themselves and frequently do so!
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Transition arrangements either into school, within school or from our school are planned according to the specific needs of the individual children.
  • Additional transition activities are offered to those that require it.
  • The SENCO meets with all the SENCO’s from the secondary schools to discuss individual needs.
Do you have an online prospectus? Are there open days for families and learners? 

Any interested families should contact the school to arrange to look round.


Last Updated
15/11/2017
Keywords
school, special needs, special educational needs, learning disability, learning disabilities
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