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Brightside Nursery Infants School

Summary
Brightside Nursery Infant School is in the north of Sheffield, close to junction 34 of the M1 motorway, Meadowhall Shopping Centre and travel links. At Brightside we strive to give children from 3 to 7 years old a bright start leading them to a brighter future. We are dedicated to providing high quality education and have earned a place in the heart of generations of children and families.


Description

Brightside Nursery Infant School is in the north of Sheffield, close to junction 34 of the M1 motorway, Meadowhall Shopping Centre and travel links. At Brightside we strive to give children from 3 to 7 years old a bright start leading them to a brighter future. We are dedicated to providing high quality education and have earned a place in the heart of generations of children and families. ‘Pupils make outstanding progress in this vibrant and happy school and leave Year 2 with above average levels of attainment.’ (OFSTED June 2013)

 

Our nursery offers both 15 and 30 hours free early learning and currently has places available. Please visit our website or contact school for more information.

 

We have close links with the community and the on-site Children’s Centre, led by First Start Family Centre.


Who to contact

Contact Name
Liane Batham
Contact Position
SENCO
Telephone
Donna Brears & Julie Whitham - 0114 2441826
E-mail
enquiries@brightside.sheffield.sch.uk
Website
www.brightsideni.org.uk

Where to go

Name
Brightside Nursery and Infant School
Address
Jenkin Road
SHEFFIELD
Postcode
S9 1AS
Notes

contact Traveline 01709 515151 or www.travelsouthyorkshire.com


Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
Both the nursery and the school building are accessible for wheelchairs but it should be noted that Year 2 is based up a flight of stairs which hasn’t any access for wheelchairs due to the school being Victorian. However Year 2 could be based downstairs to overcome this problem if needed.
Cater for special dietary requirements
Yes
Dietary needs catered for
Lactose intolerant
Nut allergy
Diabetic
Gluten free
Lacto-vegetarian
Vegan
Vegetarian
Supports special needs and disabilities
Yes
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Autistic Spectrum Disorder
Severe Learning Difficulty
Dyslexia
Cerebral Palsy
Additional special needs information
Staff have special need experience.
Able to accommodate other cultures/ethnicities
Yes
Culture/ethnicities accommodated
All

Other Details

Age Range
3 years to 7 years
Facilities
  • ESOL Classes
  • Drop-in Facilities
  • Disabled Facilities
  • Changing facilities
  • Extended Services school
  • Secure setting
  • Catering facilities
  • Visual aids
Providers who offer pickups from this setting
Linda Atkin 

DISCLAIMER: Brightside Nursery Infants 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

Brightside Nursery Infant School is in the north of Sheffield. A Children’s Centre is also on site which has close links with the school but is not line managed by the staff at Brightside School. The school provides education for  3-4 year olds in a separate nursery building (foundation stage 1),  for 4-5 year olds (foundation stage 2)  in the main school building alongside Year 1 for 5-6 year olds and Year 2 for 6-7 year olds. The school caters for pupils from a range of ethnic groups, the largest being White British followed by Pakistani, African and Eastern European.

Contact Name
Liane Batham
Contact Telephone
0114 2441826
Contact Email
enquiries@brightside.sheffield.sch.uk
Links
School Inspection report
School SEND Page including 2018-19 SEN Information Report
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 

Number on school roll = 180

Average class size = 30

 

How does the setting identify learners with SEN? 
  • The school identifies learners with SEN by working closely as a team, considering each child as an individual, monitoring their progress through assessment and tracking, offering timely interventions to aid development, working in partnership with parents, using advice and assessments from learning support and educational psychologists, speech and language therapists and other professionals.

 

Is your setting physically accessible to all learners? 
  • Both the nursery and the school building are accessible for wheelchairs but it should be noted that Year 2 is based up a flight of stairs which hasn’t any access for wheelchairs due to the school being Victorian. However Year 2 could be based downstairs to overcome this problem if needed.
  • In regards to auditory and visual environments the school offers small group work to aid children with sensory difficulties. Displays are of consistent colours throughout school with plain, muted colours used.
  • All teaching and learning includes the use of visual timetables and other visual prompts such as photographs, pictures and captions to aid learning.
  • Equipment for children with SEN is ordered specifically for each child’s individual needs, for example special cutlery, seat adaptions. Generic equipment for all children involves the use of ICT such I-Pads, computers and interactive whiteboards, adaptions for pencils such as grips or stabilo pens and use of a programme called Communication In Print to provide picture aids.
  • The school has a disabled changing room and toilet facilities.
  • The playground is fully secure with rigorous adult provision at play and lunch times.
  • Parts of the yard are sectioned off for activities such as football and skipping at lunch times. Children are supervised during these activities. The ratio of Lunch Supervisory staff to pupils is high.
  • Most children cope well in the dining hall as noise is kept to a sociable level and the hall is fully staffed and also supported by senior leadership. Children unable to cope with the dining hall would be supported sensitively with the aim of eventually joining the other children in this part of the school day when appropriate. Children can also be timetabled to eat at the beginning or end of lunchtime when it is not as busy and therefore quieter

 

How does your setting adapt the curriculum for learners with SEND? 
  • Classroom teachers oversee and plan the education programmes for learners with SEN. However this is not completed in isolation as the school uses a team approach following advice, support and recommendations from parents, learning support, medical professionals and educational psychologists. The SENCO and Senior Leadership Team (SLT) are also involved.
  • All classroom activities are fully differentiated through differentiated learning objectives, differentiated success criteria, different tasks etc. Children needing additional adult support are offered interventions, and/or small group work tailored specifically to their needs. Some children may need some 1-1 support, for example if they follow a specific speech and language plan or have significant learning difficulties and this is provided when appropriate.
  • Provision will be adapted/ changed to cater for a child’s needs when or where necessary.
  • The school Learning Mentor offers social skill sessions and friendship groups
What training have your staff received to support learners with SEND? 
  • Staff  have received a range of SEND training. This includes Makaton, Specific Language Impairment (SLI), Autism, ADHD, Social Stories, Gross and Fine Motor training and Attachment Difficulties.
  • Staff  are all fully aware of children’s needs due to thorough transition activities.
  • The school accesses the specialist expertise of the LA learning support services, speech and language therapy, educational psychology and hearing and vision services.
  • Staff  are trained in the administration of medicine, feeding and providing personal care where appropriate.
  •  The school has the Basic Skills Quality Mark, Art Mark Gold, Silver ECO Mark, Leading Parent Partnership Award 2016-19, ESCAL and Ofsted has judged the school as Outstanding in 2009 and 2013.
How do you communicate with and involve families? 
  • Communication with parents is a priority at this setting. Parents are welcome in school. The day begins with morning activities where parents can work with their child in the classroom. At the end of the school day teachers are present to discuss any concerns.  Appointments are always welcomed at a mutually convenient time and the school operates a ‘structured conversation’ system for children when appropriate which involves close liaison with parents to raise the attainment and achievement for children.
  • Parents are involved in setting targets and reviewing progress for learners with SEN. This is done through termly structured conversations.
  • The school have parent workshops each half term which relate to the learning of all children regardless of SEN.
  • The school is currently developing a network for parents of children with SEN, hosting meetings at school.
  • An interpreter can be made available for families whose first language is not English, but this would need to be scheduled.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The setting evaluates the effectiveness of its provision for learners with SEN by closely monitoring the assessments and analysing the tracking, considering each pupil’s progress academically and in other areas of development e.g. socially. This is done at least termly. Interventions are used when needed and the progress made in the interventions is recorded and monitored to ensure they are effective in accelerating progress. Emphasis is placed on closing the gap between learners and this is also tracked, monitored and analysed.
  • Teachers and Teaching Assistants are observed by SLT when working with the children to ensure progress is made by all children in all lessons. Learning support services and education psychology also monitor and evaluate the progress of the children on their caseload and offer advice at timely points.
What support do you provide for the learners' overall wellbeing? 
  • The school teaches social and emotional development in PSHE lessons and in cross curricular lessons. The school follows the ethos of ‘Every Child Matters’.
  • The children are tolerant of each other and children of differing needs and abilities work well together. ‘Pupils of all backgrounds get on extremely well with each other, and in the words of one pupil, the school is one happy family’ (Ofsted June 2013)
  • The school has a range of strategies to help children who struggle to make friends. This may involve support by the Learning Mentor individually or within a group at lunch time or at an after school club. Also we send invitations to parents to attend a structured conversation to discuss targets to support friendship. Pupils may be given a friendship buddy or have an informal structuring into friendship groups and games by staff at playtimes.
  • Vulnerable learners are supported during unstructured times by staff.
  • Vulnerable learners are represented on the School Council
  • Children who suffer with anxiety are supported sensitively. Parents are consulted to devise a plan to identify and reduce anxieties.
What kind of behavioural interventions do you use? 
  • Each class in school and all staff consistently follow the Behaviour Policy which is very successful. Children presenting with behavioural difficulties will be supported by identified staff. Parents will be involved in agreeing a Behaviour Plan with staff initially which outlines strategies and consequences for school and home. Advice from Behaviour Support Services will be sought if required.

 

How do you ensure learners with SEND are included in non-classroom based activities? 
  • SEND children are included in all non-classroom based activities, redeploying staff as appropriate to provide additional support. Parents and carers are welcome on visits and feedback is taken from parents about the trips and adjustments are made as necessary.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Clubs

After School Clubs

How do you consult with and involve learners in their education? 
  • Learners are encouraged to be involved with their education through SEND reviews where appropriate and in curriculum planning. Teachers use the children’s knowledge and inquisitiveness to plan each topic so that the children can find out answers to their questions. Learners are involved in subject reviews through discussions with staff.
Do you have an online prospectus? Are there open days for families and learners? 
  • The school has a website. Parents and children are welcome to visit by appointment.

 

 

Do you offer outreach to home educating families? 

No


Last Updated
22/07/2019
Keywords
School nursery, childcare, day care, SEN, SEND, Disability, Disabilities, SENCO, Education, Schools, Support, Learning
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