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Emmaus Catholic and Church of England Voluntary Academy


Emmaus Catholic and Church of England Primary School is a joint denomination school.  It is a larger than average primary school, educating children aged 5-11 years.  Emmaus Catholic and CofE Primary School also provides a Foundation Stage 1 (Nursery) class, providing preschool education for children from the term during the child’s third birthday.  Attendance at the nursery does not automatically give parents admission to the school.

Who to contact

0114 2766474
School Website

Where to go

Emmaus Catholic and Church of England Primary School
Southend Road
S2 5FT

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Gluten free
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

Other Details

Age Range
4 years to 11 years
  • Disabled Facilities
  • Sensory Room
  • Quiet Area
  • Visual aids
Providers who offer pickups from this setting
Stacey Hopewell, Childminder 

DISCLAIMER: Emmaus Catholic and Church of England Voluntary 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.

Local Offer


Our SENCO is Helen Webster, details below.

Contact Name
Helen Webster
Contact Telephone
0114 2766474
Contact Email
Ofsted Inspection Report
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 

Average class size: 30.

How does the setting identify learners with SEN? 

Children are identified as having SEN by the class teacher, the child’s attainment against age-related expectations and the child’s progress over a period of time following targeted intervention.  Class teachers adapt their planning accordingly for SEN pupils. 

Where further provision is needed to help a child progress, a specific intervention programme delivered by a suitably trained Teaching Assistant (TA), is put in place to target a child’s difficulties or delay. Following on from this if a child’s difficulties require further investigation, the SENCO (Special Educational Needs Co-ordinator) will refer a child to more specialist professionals.  These can include the Learning Support Team, the Early Years Inclusion Team, an Educational Psychologist, Speech and Language Therapy, the Autism Team, MAST (Multi-Agency Support Team.) The school also assists in referring children to their own GP for assessment at Ryegate Children’s Hospital or the CAMHS team (Children and Adolescent Health Service.)

Is your setting physically accessible to all learners? 

Emmaus Catholic and Church of England Primary School is based in one building, located over two storeys.  The school provides wheelchair access (ramps and lift.) Visual Aids are created and used by class teachers for SEN children.  Sensory boxes are created for the necessary children.  The school has disabled toilets. 

The playground is secured by a perimeter fence, access is only given into school through an intercom connection with the school office. The school has a quiet ‘spiritual’ space that learners can access (if adult supervision is available.) The children eat altogether in the dining hall, with midday supervisor supervision.

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

The SENCO, in collaboration with the class teacher, will oversee and plan the education programme for a learner with SEN. Class teachers are fully aware of the need to differentiate the activities for each lesson. The school creates, manages and changes Teaching Assistant timetables to support SEN learners. 

Access is available to a number of specific intervention programmes, some to boost phonics knowledge, two programmes in school support language and vocabulary development and a programme to boost mathematical attainment is also available. In addition, the school provides “Rainbows,” a bereavement support group for children dealing with a range of ‘loss’ and a small social skills group. Reading Recovery is also available to children, led by a specialist Reading Recovery teacher.

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

Teaching Assistant staff are NVQ qualified, they have also received training on speech and language, Lexia (a phonic programme), LEAP and VIP (language and vocabulary programmes), 1st class @number (mathematical intervention.) When required access is provided to specialist expertise from Learning Support, the Autism Team, Psychologists, ADHD nurses and the Incontinence Clinic.

Staff are made aware of children’s needs through the SENCO, parental discussions and ‘Care Plans’ displayed in the staff room.  A small number of staff are trained in the administering of medicines and positive handling.

How do you communicate with and involve families? 

Emmaus Catholic and Church of England Primary School provides a ‘Parents Guide to SEN’ on their child’s entry to the school.  SEN reviews are held termly with parents being invited into school to discuss their child’s progress and needs with the class teacher and SENCO.

Parents Evenings are held three times a year. Parents are regularly invited into school to attend “Family Learning” courses on a range of subject areas and parenting techniques.  The SENCO encourages parents of SEN children to maintain positive, open communication with the school throughout the year.  An interpreter would be used for parents 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? 

Reviews are held with parents termly, with provision for learners being discussed and adapted where necessary.  Class teachers and Teaching Assistants regularly discuss provision for SEN learners throughout the year.

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

Emmaus Catholic and Church of England Primary School provides support for the social and educational wellbeing of learners through the celebratory assemblies, circle time in class and access to a small social skills group.  This group addresses a range of issues with a small number of children, sometimes one-to-one.  The Learning Mentor in school is also available to support learners overall wellbeing.

Children who display anxiety in school are well-supported by the class teacher and highly-skilled Teaching Assistants.  The Teaching Assistant plays a pivotal role in supporting SEN children in a range of areas, from academic attainment to social interaction with peers and physical disability.

Lunch time clubs are available for children who struggle to maintain friendships.  Midday supervisors are regularly updated about the needs of SEN children in school.

What kind of behavioural interventions do you use? 

Behaviour is managed through a positive reward system, involving merit points and badges.  A weekly certificate assembly also promotes positive behaviour in and around school. When necessary, a child can be placed ‘on report.’ This may occur if a child’s behaviour needs monitoring by a member of the Senior Leadership Team, on a daily basis, from one lesson to another over a period of time deemed necessary to see an improvement. 

Detentions at break time are also used as a behavioural sanction; children can miss half a playtime or a full playtime.  In some instances, a child can be made to work in isolation, removed from the classroom and away from their peers.  Extreme behaviour is dealt with by exclusion from the school by the Headteacher, for an agreed period of time.

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

All learners are able to access all activities in school.  Class teachers and Teaching Assistants do their upmost to adapt activities and their environment to ensure inclusion. Parents may be asked to attend school trips, if it is deemed necessary on the grounds of health and safety.



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

Breakfast Clubs.

After school activities are regularly available. Good provision is available at Wybourn Primary School and Manor Lodge Primary School with travel arrangements between the school.

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

The school provides ‘pupil mentoring’ for all children.  Class teachers meet with children on a one-to-one basis once a term to gather their views and discuss their educational progress. The school also has a ‘School Council’ with children throughout the school given the opportunity to discuss and suggest improvements for current school issues.

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

The school has its own website (currently being redesigned and updated.) The website details a range of information regarding the school.  A paper-copy prospectus can be obtained from the school office. Visits to the school for prospective families and learners can be arranged via the school office and are warmly welcomed.

Do you offer outreach to home educating families? 

Year 3 have access to swimming lessons, these are a compulsory part of the curriculum and all children are expected to attend.  After school clubs are regularly available usually in sporting activities.

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

We do not offer any residential provision. The school offers enrichment activities through our “Family Learning” courses.

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school, special needs, special educational needs, learning disability, learning disabilities, SEND, SEN, disabilities
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