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Beck Primary School

Summary
Mainstream Primary School


Description

Beck Primary School, which is part of the Cascade Multiacademy Trust, is a large, inclusive mainstream primary school, where the whole staff team work together with the aim of ensuring that all children feel welcome, included and involved in our school. We have high expectations and aspirations for all of our learners, underpinned by our core values and our motto ‘Believe – Achieve - Succeed’.

 

At Beck we firmly believe that we have a responsibility to equip the children in our care with all of the necessary, lifelong skills they need to be successful in their future, both academically and pastorally. Our aim is that, by the time children leave our school, they are independent learners who have acquired a wealth of skills that will help them to succeed and thrive in the next steps of their education.


Who to contact

Contact Name
Mrs S. Gray
Contact Position
Receptionist
Telephone
0114 246 7536
E-mail
enquiries@beck.sheffield.sch.uk
Website
School Website

Where to go

Name
Beck Primary School
Address
Beck Road
Shiregreen
SHEFFIELD
Postcode
S5 0GG
Notes

contact Traveline 01709 515151 or www.travelsouthyorkshire.com


When is it on?

Time / Date Details
Open Monday to Friday 8.55am-3pm with Breakfast Club 8am-8.45am

Inclusion Information

Wheelchair Access
No
Wheelchair access details
Beck is not fully accessible for wheelchair users.
Supports special needs and disabilities
Yes
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years
Facilities
  • Schools
  • Quiet Area
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Karen Powell, Childminder  Leah’s Little Lovelies 

DISCLAIMER: Beck 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

Contact Name
Miss S Whittaker
Contact Telephone
0114 2467536
Contact Email
senco@beck.sheffield.sch.uk
Links
www.beckprimaryschool.co.uk
Ofsted Report September 2011
SEND Information Report 2018-19
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 roll: 704 including Nursery

Average class size: 30

How does the setting identify learners with SEN? 
    • Termly Progress Review meetings attended by class teachers, Year Group Leaders, a member of the Senior Leadership Team and the SENCO. At these meetings, the progress of pupils is discussed, including those children not making the expected progress, and actions are identified and agreed upon. In addition to academic progress and attainment being discussed, there is also discussion around any factors that might be affecting pupils’ general wellbeing and, where concerns are raised, further discussion with the school’s pastoral team is arranged.
    • Ongoing, daily formative assessment such as the marking of pupil books.
    • Use of the STAT Sheffield Assessment grids alongside our tracker, with termly analysis of data.
    • Statutory assessments, including the Y1 Phonics Screening and Key Stage 1/ Key Stage 2 Statutory Assessments.
    • Regular assessments, for example using White Rose Maths Assessments or Rising Stars assessments.
    • Assessment by the school’s specialist Maths Teacher, including use of the Sandwell Test to establish a Numeracy age.
    • Use of the Foundation Stage Profile throughout the Early Years.
    • Language screening upon entry to the Foundation Stage.
    • Renfrew speech and language assessments and/or assessment by Speech and Language therapist.
    • Cognitive assessments, e.g. by the Learning Support teacher and/or Educational Psychologist.
Is your setting physically accessible to all learners? 
  • Beck is not fully accessible for wheelchair users. The main school building has classrooms for 19 classes, and a number of sets of internal stairs. There are also currently two classes and a music room situated in a separate building, although building work due to be completed in Spring 2019 will eliminate the need for this. The nursery, 2-year-old provision and dining room are also situated in separate, modern buildings. There are disabled toilet facilities at various intervals around school. Beck has a very secure site with well-fenced smaller areas within a larger enclosed site. We also strive to make adjustments for individual needs, for example where pupils find noisy environments difficult.

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

Although we have a dedicated SEN team, directed by the SENCO, progress of all children is ultimately the responsibility of the class teacher through quality first teaching.  However a wide range of strategies are used by teachers and the school to provide targeted support and intervention. This begins in the classroom where all classes benefit from both a teacher and teaching assistant. They work closely in a partnership to ensure that the individual needs of all the children are met.  This involves differentiated groups, small group focussed withdrawals, ‘prevention’ sessions, challenge and extension sessions. These include pre-teaching as well as post-teaching interventions. At termly progress meetings, achievement data is used to identify children for whom progress has stalled and their teachers identify the specific gaps which are holding them back. Appropriate interventions are then put in place to accelerate their progress. These include Wave 2 interventions in reading, writing and maths as well as more specific Wave 3 interventions such as Numbers Count and speech and language interventions. Early identification of specific special educational needs and effective provision mapping means that children’s needs are met from an early stage and are constantly addressed. The school works in close partnership with outside agencies and parents to ensure the best outcomes for children.

What training have your staff received to support learners with SEND? 
  • We take opportunities to develop staff skills and expertise through regular training opportunities. This might be training for whole staff within the school setting (for example, recent training has included sessions focused on Autism and sessions on emotional wellbeing) or specific members of staff attending external training sessions, for example in the use of Makaton or Speech, language and Communication strategies. In addition, we provide opportunities for staff in school to liaise with professionals from outside agencies in order to further their skills and knowledge.

How do you communicate with and involve families? 

Parents of children with SEND are invited to termly SEN reviews with the child’s class teacher and the SENCO. However, we also encourage parents to speak more regularly to their child’s class teacher during Morning Work or at the end of the day. The SENCO is also readily available to meet with parents between reviews where this is needed. To get a sense of the parental experience of SEND at Beck, we send out a questionnaire for parents at least one each year, and the SENCo evaluates the results of this.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

At the termly SEN Review and Pupil Progress Meetings, the provision (including intervention, support and strategies) in place for a pupil is reviewed alongside their academic progress and progress towards wider outcomes, and adjustments made as appropriate.

 

The interventions used throughout school are recorded on a whole-school and year group Provision Map, which includes entry data/assessment for the pupil (where this is appropriate for the particular intervention), providing a baseline point of reference for measuring progress and the impact of the intervention. The school has several teachers in the role of ‘Intervention Coordinators’, with responsibility for monitoring and  updating the provision map in consultation with Year Group Leaders, the SENCO and members of the Senior Leadership Team. In addition, for pupils accessing interventions, the school keeps an individual intervention record in order to monitor the progress and outcomes.

 

In school, regular ‘Learning Walks’ and lesson observations take place each term, and provision for pupils with SEND is considered as a part of this. Furthermore, SEN provision is the focus for a specific Learning Walk at least once each year, focusing more closely on the strategies, support and intervention taking place both in classrooms and as targeted interventions outside of the classroom. These involve the SENCO and members of the Senior Leadership Team, but may also involve other stakeholders such as the school’s designated SEND Governor, a professional from an outside agency such as the School 2 School Support teacher or a SENCO from another school. Regular book scrutiny and moderation also provide the opportunity for the provision for pupils with SEND to be monitored and evaluated.

 

The parental view on the effectiveness of provision for pupils with SEND is also considered, and this is discussed as part of the termly SEN review. In addition, parents are asked to complete a questionnaire about their experiences of SEND at Beck Primary School at least once a year, with the results monitored by the SENCO and shared with members of the Senior Leadership Team in school.

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

The social and emotional wellbeing of learners is a high priority at Beck, and this has been reflected by our ongoing involvement with The Healthy Minds Project. Being a part of this project has allowed us to engage in arrange of activities designed to improve the emotional wellbeing of our school community, for example by offering sleep workshops for parents to attend. We have a team of a Pastoral Manager and two Learning Mentors who provide targeted support for pupils around their social and emotional wellbeing, including lunchtime support groups. In addition, we run interventions such as Lego Therapy, designed to promote social communication in pupils. Our Pupil Voice is also an important contributor to this aspect of school life.

What kind of behavioural interventions do you use? 

Positive learning behaviour is a key ethos at Beck. We identify that parents are a key partner when dealing with pupils’ barriers to learning and thus strive to involve them throughout the support process. The school operates a clear behaviour system that is implemented throughout the school from Nursery to Year 6. This strategy ensures that all incidents of low level poor behaviour are dealt with quickly and consistently and enables learning to remain the focus with a robust consequence system to minimise disruption to learning time and promote personal responsibility. Where concerns are identified, targeted support is provided through the pastoral team’s learning mentors. Intervention is tailored to individual pupils’ needs with the key focus being behaviour for learning. Interventions include: behaviour for learning target sheets, regular 1:1 sessions, small group behaviour for learning interventions and working alongside appropriate external agencies. This system of early intervention enables issues to be identified and addressed as quickly as possible thus preventing pupils from entering a negative cycle within their education.

 

We recognise that regular attendance at school is essential in ensuring the best outcome for our pupils, and as such we rigorously promote good attendance. This includes offering support for parents, working alongside external agencies and reinforcement with pupils through regular awards and rewards.

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

At Beck we believe all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Our Physical Education Specialist Teacher has arranged a number of sports activities and tournaments for pupils with SEND in recent years. Please contact us if your child has any specific requirements for extra-curricular activities.

 

When planning visits and activities, we will liaise with parents and carers where pupils have needs that might make participation more challenging. As a school we have assisted learners with SEND to access trips and activities in a variety of ways, for example by providing additional adult support or alternative arrangements when necessary.

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

Breakfast Club; After School Club

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

At Beck, we encourage children with SEND to participate fully in the life of the school, including through our Pupil Voice, which contributes suggestions and ideas for how school can be improved. Pupils are also encouraged to attend SEN reviews with their parents (depending upon their individual circumstances), and to share their views as a part of this meeting, which we then aim to capture on a One Page Profile. Pupils are also asked to complete questionnaires about their experiences during their time at Beck.

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

Information about the school can be found on our school website: www.beckprimary.co.uk

 

Families and learners are welcome to visit Beck Primary School to look around, in addition families are frequently invited into school for performances, celebrations and outcomes to learning.

 


Last Updated
30/01/2019
Keywords
SENCO; Learning Disabilities; Schools, SEN, SEND, Special Educational Needs, Disabilities, Disability, Support
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