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King Edward VII School

Summary
Mainstream Secondary School operating on a split site.


Description

11 – 19 Mainstream provision.


Who to contact

Contact Name
Mrs Carol Addy
Contact Position
SENDCO/Head of Learning Support
Telephone
0114 2662518 ext 2044 or 3018
E-mail
webmessages@kes.sheffield.sch.uk
Website
School Website

Where to go

Name
King Edward VII School
Address
Glossop Road
Sheffield
Postcode
S10 2PW
Notes

Lower school accommodates Years 7 to 9 who are based on our Darwin Lane site, whilst students in Years 10 to 13 are based at Upper school on our Glossop Road site.


When is it on?

Time / Date Details
Open Monday to Friday 8.50 am to 3.05pm during term time only
Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday
Session Information
8.50am to 12.25pm when lunchtime begins and 1.10pm after lunch to 3.05pm

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
B Lower and Upper school sites partially wheelchair accessible
Cater for special dietary requirements
Yes
Dietary needs catered for
Nut allergy
Halal
Vegetarian
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Cerebral Palsy
Able to accommodate other cultures/ethnicities
Yes
Culture/ethnicities accommodated
All

Other Details

Age Range
11 years to 18 years
Facilities
  • Disabled Facilities

Local Offer

Description

We use Quality First Teaching throughout the school. This enables students with a range of Special Needs and/or Disabilities to access the curriculum in a clear and structured manner.

Contact Name
Mrs C Addy
Contact Telephone
0114 2662518
Contact Email
webmessages@kes.sheffield.sch.uk
Links
School Prospectus
School Ofsted Report
School Ofsted Performance
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type
Universal

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 
  • KS3 and KS4 – number of students on roll 1,140; average class size - 30 students.
  • KS5 Post 16 – number of students on roll 608; average class size - 15 students.
How does the setting identify learners with SEN? 

Various assessments are used to identify students with SEN:

  • Dyslexia PortfolioTest 11 – 16+ years of age.
  • CTOPP2 
  • Exam access arrangement testing.
  • Detailed Assessment of Speed of Handwriting.
  • Access Reading and Comprehension Test
  • Reading and spelling tests on entry to the school in Year 7 using Literacy Assessment Online.
  • Cognitive Ability Test - Verbal and Non-verbal battery on entry to the school in Year 7.
  • Educational Psychologist’s assessments (external).
  • Speech and Language assessments by the Speech and Language Therapist (external).
  • Assessments by Hearing Impaired and Visual Impairements by HI/VI Services.
Is your setting physically accessible to all learners? 
  • King Edward VII School is split site. The Upper School is on Glossop Road and the Lower School is on Darwin Lane (1.5 miles away). Upper School is Grade II Listed and hence there are some restrictions in the building.
  • At Upper School there are two buildings and at Lower School there is one building.
  • Both buildings are partially wheelchair accessible. There is no access to the top floor in the Upper School building. At Lower School there are no automatic doors for accessing or exiting the building.
  • At both Upper and Lower School, there is a room with equipment to aid one SEND student (hoist, toilet facilities). 
  • There are disabled toilets on both sites.
  • Vulnerable students on both sites can access a quiet room/safe place at break and lunch times.
  • There are no quiet spaces on either site for students to eat if they cannot cope with a noisy dining room.
  • The school policy is for all students to eat in the dining room and food cannot be taken out to eat elsewhere.
How does your setting adapt the curriculum for learners with SEND? 
  • The SENDCO will oversee and plan the education programme for a learner with SEN in conjunction with the Assistant Head (with responsibility for Inclusion) and with Curriculum Leaders.
  • All staff have received training on differentiating lessons and resources to make the curriculum accessible to students with a wide range of SEND.
  • The school does consider changing some parts of the provision to help students with SEND.
What training have your staff received to support learners with SEND? 
  • Teachers and Teaching Assistants in the Learning Support Department have received training on Speech, Language & Communication Needs, ADHD, Autism, Dyslexia and transgender issues.
  • Whole staff training has been delivered on a range of topics which inlsude, differentiation, Quality First Teaching, a range of Specific learning Difficulties and inclusive practices.
  • All relevant staff are aware of students’ needs via the SEN Register, class lists, SEN information and Teacher Planning Aides
  • The school accesses external specialist services as and when required. These services include the Educational Psychological Service,Speech and Language Therapy Service, Visual Impaired and Hearing Impaired services.
  • The school has the following accreditation: Healthy School Status, European Language Label, Space Education Quality Mark, International School Award (2011-2014) Send My Friend to School, Computing at School Lead School 2018/2019 and Sport England.
How do you communicate with and involve families? 
  • Communication methods used by the school include: email, telephone contact, parents’ evenings, separate meetings and progress reviews.
  • Parents are involved in the reviewing of progress and target setting for students with SEN in the following ways: regular data / progress review reports, annual review meetings for students with an Education & Health & Care Plan or a MyPlan and parents’ evenings.
  • The school does not offer parent training or learning events in relation to SEND.
  • The school does not have an SEND group for parents.
  • In some circumstances the school will try to access a translator for parents whose first language is not English. This is not an established provision.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Students are assessed before and after an intervention to assess impact on progress and effectiveness.
  • Progress review data is analysed on a regular basis to evaluate interventions for students.
What support do you provide for the learners' overall wellbeing? 
  • The social and emotional well–being of learners is monitored via Learning Mentors, Year Team Leaders and Pastoral Managers, access to the School nurse and referrals to outside agencies. Appropriate support is provided where required.
  • Disability awareness is taught via Personal, Social and Health and Education lessons.
  • Vulnerable students are supported during unstructured periods by having access to a quiet room.
  • Students who are anxious about school may have a reduced timetable initially to help them to address their concerns. Close liaison also takes place with the parent/carer.
What kind of behavioural interventions do you use? 
  • Attendance Panels exist in school to address attendance issues with students and parents/carers.
  • Support for behaviour: internal withdrawal, Isolation Room at Upper School and raising achievement reports.

The school cannot manage extreme behaviour and does not have the expertise or provision/facilities to do this.

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

All students, including SEND students, have the opportunity to take part in non-classroom based activities if support is available.

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs.
  • Homework clubs at Upper School and Lower School.
  • Y6 moving to Y7 Summer School at Lower School.
How do you consult with and involve learners in their education? 

Students can contribute their views in the following ways:

  • Evaluation sheets.
  • Discussions during form time.
  • Via the pastoral teams.
  • Via the School Council.
  • At SEND reviews.
Do you have an online prospectus? Are there open days for families and learners? 
  • The school has an online prospectus.
  • There are open evenings for prospective students and families. These are posted on the school’s website.
Do you offer outreach to home educating families? 

The school does not offer outreach to home educating families.

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

The school does not offer any additional services for learners with SEND.


Last Updated
23/04/2019
Keywords
special educational needs, special needs, school,
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