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Handsworth Grange Community Sports College

Summary
Handsworth Grange Community Sports College is a popular 11-16 comprehensive school located in the South East of Sheffield, with a continual focus on school improvement, quality teaching and learning, care, guidance and support.


Description

We are a main stream education provider with a very diverse population. We believe in inclusion and equality and have a whole school approach to providing for the needs of all our children including those with a special educational need. We work hard to ensure that all staff have the knowledge and skills to support pupils with diverse needs, and strive to build strong partnerships with parents and other professionals in order to achieve this.


Who to contact

Contact Name
Joanne Brocklesby
Contact Position
SENCO
Telephone
0114 2694801
E-mail
enquiries@hgcsc.co.uk
Website
School Website

Where to go

Name
Handsworth Grange Community Sports College
Address
Handsworth Grange Community Sports College
Handsworth Grange Road
Sheffield
Postcode
S13 9HJ
Notes

As a school we are fully inclusive and improving the physical envirnment to increase accessibility for members of the school community with disabilities is always our aim. The school has recently been refurbished and improvements to the physical environment include adjustments to:

  • Steps, stairways and kerbs.
  • Exterior surfaces, paving and disability parking bays.
  • Building entrances and exits. (including emergency escape routes)
  • Gates, internal and external doors.
  • Adapted toilets, washing and changing facilities.
  • Lighting, blinds and ventilation.
  • Handrails, lifts, ramps and widened doorways.
  • Electronic doorways, adjustable lighting and way finding systems.

When is it on?

Time / Date Details
Monday to Friday
Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
Fully Disability Discrimination Act (DDA) compliant
Cater for special dietary requirements
Yes
Dietary needs catered for
Lactose intolerant
Nut allergy
Diabetic
Rastafarian
Gluten free
Kosher
Lacto-vegetarian
Vegan
Halal
Vegetarian
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Visual impairment
Multi-Sensory Impairment
Dyslexia
Hearing impairment
Cerebral Palsy
No diagnosis yet
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
Able to accommodate other cultures/ethnicities
Yes
Culture/ethnicities accommodated
All

Other Details

Age Range
12 years to 16 years
Facilities
  • Quiet Area
  • Catering facilities
  • Outdoor play/equipment
  • Meeting Rooms
  • ESOL Classes
  • Parking
  • Drop-in Facilities
  • Disabled Facilities
  • Changing facilities
  • Extended Services school
  • Secure setting
  • ICT Facilities
  • Pets
  • Visual aids

Local Offer

Description

We believe in inclusion and equality and have a whole school approach to providing for the needs of all our children including those with a special educational need. We work hard to ensure that all staff have the knowledge and skills to support pupils with diverse needs, and strive to build strong partnerships with parents and other professionals in order to achieve this.

Contact Name
Joanne Brocklesby
Contact Telephone
0114 2694801
Contact Email
enquiries@hgcsc.co.uk
Links
School Website
Ofsted Inspection Report
Ofsted Performance Data
Local Offer Age Bands
Secondary (11-16 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

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

Numbers on roll - 1033

Average class size – 28

Smaller groups apply to SEND classes in the core subjects – Average - 15

KS3 intervention groups - average - 8 students.

How does the setting identify learners with SEN? 
  • Through transition data and transition information from school and parent meetings
  • Through staff referrals.

  • Through parental referrals.

  • Following base line assessments on entry.

  • Whole school screening for reading ability

  • Outside agencies assessments.

  • Subject placement assessments.

  • Internal data collections

Is your setting physically accessible to all learners? 
  • Fully wheelchair accessible – Fully Disability Discrimination Act (DDA) compliant

  • Handrails, access slopes and lifts in all buildings.

  • All signs and sources of information are provided to incorporate all English as an additional language (EAL) students.

  • Visual timetables are provided for students requiring them.

  • The school is fully secure. Its perimeter is secured via security fencing and all entry and exit doors open and close automatically. They are also placed on a timer.

  • All visitors must sign in and out of the premises.

  • In all buildings, there are normal and disabled toilet facilities.

  • Track hoist located in one toilet
  • There are quiet areas around the school to support vulnerable students e.g.homework club,breakfast/lunchtime club. 

  • Fully staffed quiet room for sensory breaks and nurture support
  • Quiet areas are provided for students who struggle during lunchtime.

How does your setting adapt the curriculum for learners with SEND? 
  • The Special Educational Needs Coordinator (SENCO) and the schools social inclusion team oversee the education plan for students with SEND.

  • Differentiation and personal learning programs are a main focus in all curriculum areas.

  • Provision and routine can be changed and agreed at any time to suit the needs of our students.

  • We have a range of provision available to our students: nurture groups, literacy groups, corrective reading, Lexia literacy intervention, handwriting intervention, infrence intervention, spelling intervention, peer group mentoring, staff mentoring, Maths/literacy catch up intervention via primary trained teachers, phonics lessons, homework clubs, breakfast clubs, summer school activities, extra-curricular sporting challenges and fitness clubs.

  • Students identified as requiring intervention prior to starting are provided with an appropriate learning pathway to suit their needs. This includes extra literacy lessons throughout the week.
  • Continued professional development focuses upon SEND needs, personalisation of learning and Closing the Gap.

  • Schemes of work fully differentiated for different ability groups; in line with Curriculum 2014 requirements.

  • Lesson planning focuses upon personalization of provision.

  • Teaching groups are ability set in core subjects.

  • Lower ability pupils and pupils with additional needs taught in smaller groups.

  • Internal data trackers clearly identify pupil’s needs to staff in order to aid lesson planning.

  • Progress of pupils tracked and analysed 3 times per year and appropriate intervention put in place.

  • Personalised pathways put in place to include courses at Y10/11.

What training have your staff received to support learners with SEND? 
  • Whole school staff training is undertaken during training days regarding strategies to use to include SEND students. Weekly teaching and learning briefings provide an opportunity to share & demonstrate good practice.

  • Outside providers are invited to provide training when as a school we feel it is necessary. This has included attachment disorder training/diabetes/epilepsy training, Speech and language training, ASD training.

  • Needs and strategies documents are produced and shared with staff at the beginning of the school year.

  • Student voice is heard through the development of individual student passports for learning. These documents outline the childs perspective of their needs and how they would like teachers to support them in lessons.
  • Transition information shared with all staff ahead of pupils starting in year 7.

  • Bespoke advice and support provided for staff.

  • Progress checks and reviews carried out for individual pupils and strategies shared with staff following reviews.

  • Outside agencies utilised to deliver staff training on specific medical needs.

  • Staff audits provide a clear indication of the range of training required to support staff when teaching students with SEND.

How do you communicate with and involve families? 
  • Open door policy.

  • Via telephone/email/letter/data collections/parents evenings.

  • Parent voice questionnaires

  • Data collection reviews.

  • Parent’s evenings.

  • Statutory information on website.

  • Attendance texts home/Family Common Assessment Framework (fCAF).

  • Parents can access pupil information via the Managed Learning Environment (MLE).

  • Range of online software packages to support home learning available to pupils e.g. My Maths

  • SEN reviews.

 

  • Via outside agencies support.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Via quality assurance procedures. (department)

  • Learning walks.

  • Lesson Observations.

  • Parental voice.

  • Student voice.

  • Data collections and analysis of pupil progress through robust data tracking.

  • Impact data from interventions.

  • Staff voice and feedback.

  • Link SEND Governor in place.

  • External scrutiny from SIP.

  • SEN reviews.
  • Outside agency observations.

 

What support do you provide for the learners' overall wellbeing? 
  • Targeted support provided through Nurture Centre.

  • Spiritual, Moral, Social, Cultural (SMSC) curriculum is inclusive to all learners and covers a wide range of equality issues to include disability awareness. Year groups now encounter curriculum drop down days to support well being.

  • Pupil fundraising activities organised for local disability charities e.g. Amy’s House.

  • Outside agencies e.g. hearing impaired involved in after school activities to give them experience of life with a sensory impairment.

  • Referrals to external agencies.

  • FCAF.

  • EHC plans.
  • My Plans.
  • Student passports to learning.
  • Behaviour psychologist on site 3 days a week.
  • Learning mentors. - couselling.
  • Breakfast club, gym club, extra curricular activities.

 

What kind of behavioural interventions do you use? 
  • The school has recently introduced a new behaviour and sanctions policy which is strictly adhered to by all staff. Students and parents have been made fully aware of behavioural expectations and understand the consequences of inappropriate behaviour.

  • Departments have sanctuary rooms and detentions in place to deal with inappropriate behaviour and should behaviour escalate then a system of whole school detentions is the next stage of sanction.

  • The schools reflection room which is run by Heads of Year is designed to deal with more extreme inappropriate behaviours.

  • Where patterns of behaviour are identified with individual students, they may be removed from lessons to attend the nurture centre for individual counselling. The aim is to support both staff and students before students return to mainstream lessons.

  • Fixed term exclusions are only a last resort once all other avenues of support have been offered.

  • Intensive intervention programmes are put in place for target pupils to improve behaviour. The internal behaviour tracker and Closing the Gap document identifies key pupils for these interventions.

  • One to one mentoring provided for target pupils to improve behaviour.

  • 1-1 counselling with the schools Behaviour Psychologist.
  • Target cards.
  • Individual behaviour plans for students displaying extreme behaviour.

 

How do you ensure learners with SEND are included in non-classroom based activities? 
  • All SEND students are provided with the same opportunities as all students.
  • SEND students are provided with extra support from teaching assistants/Tutors/Learning Mentors/ Heads of Year and the school's SENCO to ensure they are actively engaged in non – classroom based activities.

  • On occasions where extra support is required, parents/carers are invited in to discuss any issues arising and may also act as a further means of support. Appropriate risk assessments are completed as and when required.

  • SEN students are encouraged to become involved in all the activities provided by the school.(sports days, school productions, school council, activities days, assemblies, rewards assessments, sports awards, leadership opportunities, International day)
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Yes, we offer Breakfast Clubs, after School Clubs and Holiday Clubs.

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

  • Student Council is fully representative of school population

  • Parental voice

  • Careers interviews

  • Business Day

  • College/University visits

  • Trips and visits to places of culture

  • Options interviews/evenings

  • Transition programme

  • Department QA pupil voice

  • Student passport to learning. (one page SEN profile)
Do you have an online prospectus? Are there open days for families and learners? 

Yes. 

Do you offer outreach to home educating families? 
  • The school works closely with the Hospital and Home Ed team to ensure appropriate provision is in place for pupils.
  • Outreach is provided by the school via referral to outside agencies.
  • Invigilation and examination support offered for students sitting exams at home.
  • Online resources provided by subjects to support revision.
  • School website

 

Does your setting offer any additional services for learners with SEND? 
  • All students take part in a residential experience regardless of need.
  • SEN students take part in the sports leaders programme.
  • Access to outside agency support.
  • Use of laptops.
  • Examination access arrangements.
  • Breakfast club
  • Gym club
  • Film club

 


Last Updated
16/11/2018
Keywords
ASD, ADD, ADHD, SENCO, Special Education Needs, Schools, inclusive
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