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Hallam Primary School

Description
  • The school is larger than an average-sized primary school, the school does not have its own nursery
  • The large majority of pupils are White British. A small minority come from ethnic minority groups, the largest being Korean
  • A few are at an early stage of learning English as an additional language
  • The proportion of pupils supported through school action is low
  • The proportion of pupils supported through school action plus or with a statement of special educational needs is broadly average
  • The proportion of pupils for whom the school receives additional funding through the pupil premium is low
  • The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority
  • A third of staff has changed since the last inspection in September 2012
  • The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress

Who to contact

Contact Name
Chris Stewart
Contact Position
Headteacher
Telephone
0114 2304430
E-mail
enquiries@hallam.sheffield.sch.uk
Website
School Website

Where to go

Name
Hallam Primary School
Address
Hallam Primary School
Hallam Grange Crescent
Sheffield
Postcode
S10 4BD

When is it on?

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

Inclusion Information

Cater for special dietary requirements
Yes
Supports special needs and disabilities
Yes

Other Details

Age Range
4 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
St Luke's Pre-School Nursery  Lynda's Childcare  Janice Hamilton, Childminder  St Luke's Pre-School Out of School Club  Caroline Baird, Childminder 

DISCLAIMER: Hallam 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

Dan Dwight - Inclusion Manager

Contact Name
Dan Dwight
Contact Telephone
0114 2304430
Contact Email
enquiries@hallam.sheffield.sch.uk
Links
School Website
School Prospectus
Ofsted Inspection Report
Local Offer Age Bands
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 

550 pupils on Roll

 

How does the setting identify learners with SEN? 
  • Information from parents is used by staff to inform their understanding of individual children’s needs
  • Learners with SEN are also identified through ongoing analysis of individual progress by school staff through which we identify any barriers to learning.  Outside Agency involvement is requested as appropriate
Is your setting physically accessible to all learners? 
  • Hallam Primary School was built in the 1970s
  • Currently there are two buildings, the KS1 and KS2 departments
  • With simple adaptations with the exception of the upper floor in the KS2 building, the school is accessible for individual needs; for example the main entrance is ramped and although there are stairs in parts of both buildings classrooms can be accessed in alternative ways
  • Hallam Primary School is surrounded by a secure fence that is locked throughout the school day
  • The school has two disabled changing rooms in the KS1 department and one disabled toilet and changing room facility in the KS2 department
  • The school uses ‘Clicker’ to produce visual timetables and prompts
  • The school provides a lunch time club for children with social and communication difficulties, children have no option to attend
How does your setting adapt the curriculum for learners with SEND? 
  • The school operates an inclusive curriculum and each lesson is differentiated according to level and need
  • Learning walls, word mats, mind maps and specific scaffolding resources are used on a daily basis in the classroom
  • Children at all levels are challenged and the children who have SEND are specifically planned for
  • The SENCO oversees the education programme for all SEND children and plans appropriate intervention as necessary
What training have your staff received to support learners with SEND? 
  • The school has members of staff trained as First Aiders and the Foundation Stage 2 staff have pediatric first aid training
  • All the staff in the school have accessed a range of professional development sessions to develop an inclusive classroom and all children with SEND are stated clearly on individual session plans indicating the specific support and resources required to meet individual need
How do you communicate with and involve families? 
  • We believe that effective communication with parents is of great importance in fostering trust and understanding
  • The school upholds an open door policy enabling parents to feel welcome to speak to members of staff at the start and at the end of the day
  • Parent/Carer meetings are held three times a year and review meetings for pupils with additional needs including SEND are also held to review specific targets set by teachers, parents and children in Individual Educational Plans
What support do you provide for the learners' overall wellbeing? 
  • The social and emotional well-being of the children at Hallam are monitored by all adults involved with the child and it is also monitored by the child where appropriate
  • We have well-established systems in place for peer support such as Playground Friends and Peer Mentoring
  • Outside agencies such as the Educational Psychologist offer advice and support to children, parents/carers and teachers
  • All children have been involved in Disability Awareness days to which visitors have been invited to the school to celebrate uniqueness and encourage understanding
  • Staff take time and care to observe children’s dispositions and support
What kind of behavioural interventions do you use? 
  • We liaise closely with parents and carers to support children identified with social, emotional or behavioural needs
  • Any child at risk of exclusion would be supported through a Pastoral Support Plan which would be developed with parents/carers and outside agencies as appropriate 
  • Should the school have to manage extreme behaviour we would do this by implementing Team positive intervention approaches 
  • We liaise with parents /carers and outside agencies should any child’s attendance be a cause for concern.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Non-school based activities are always risk assessed and discussed in detail with parents/carers; appropriate plans are then made to effectively accommodate need.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs are available
  • After School Clubs are available
How do you consult with and involve learners in their education? 
  • Learners speak to teachers about their Individual Education Plan (IEP) targets and their ideas towards their own accomplishments and further needs are incorporated accordingly. This dialogue takes place on a routine basis
Do you have an online prospectus? Are there open days for families and learners? 
  • The school website features our online prospectus
  • Open days are planned throughout the year for a variety of parent workshops
  • Parents’ evenings which give an opportunity for parents to discuss their child’s progress with class teachers are held termly
Do you offer outreach to home educating families? 
  • The school has no links with home educating families at present
Does your setting offer any additional services for learners with SEND? 
  • The school plans a residential in Y4 and in Y6 and always strives to accommodate children with SEND to the full

Last Updated
27/09/2018
Keywords
school, secure fence, SENCO, SEN, disbled toilet, disabled changing rooms, ramped main entrance
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