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Greystones Primary School - Integrated Resource

The school has been resourced by the Local Authority to meet the needs of deaf and hearing impaired children.


We are a large primary school for children aged 4 – 11.

The school has been resourced by the Local Authority to meet the needs of deaf and hearing impaired children.

Who to contact

Contact Name
Chris Jennings
Contact Position
0114 2663413
School Website

Where to go

Greystones Primary School
Greystones Primary School
Tullibardine Road
S11 7GL

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
4 years to 11 years
  • Disabled Facilities
  • Secure setting
  • ICT Facilities
Providers who offer pickups from this setting
Greystones Breakfast Club  Greystones Pre-School  Tracey Worth, Childminder  Helen Linkhorn, Childminder  Frances Quince, Childminder (Ofsted registered)  Jill McLean, Childminder  Hannah Whelan  Julie Brown, Childminder  Victoria Hill, Childminder 

DISCLAIMER: Greystones Primary School - Integrated Resource 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
Stephen Glossop/Cath Harling
Contact Telephone
0114 23663413
Contact Email
School Ofsted Inspection Report
School Ofsted Performance Report
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 

Places in the Integrated Resource (IR) for hearing impaired (HI) children are allocated by the Local Authority following the statutory assessment and statementing procedure.

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

We have 535 children currently on roll and we have space for 540 children.

The average class size is 29.7 children.

How does the setting identify learners with SEN? 
  • Pupils accessing the Integrated Resource for HI children have had their needs assessed by the Local Authority under the statutory assessment and statementing procedure.
  • Experienced teaching staff raise concerns to the SENCO if they feel a child in their class may have special educational needs (SEN). Parents are then invited to discuss the concerns and contribute their thoughts and opinions. Actions are then put in place to try and address the difficulty the child may be experiencing. 
  • If these actions do not have the impact required then further discussions will be held with parents and children may be placed on the SEN register.
  • Once children are placed on the SEN register they receive a termly Individual Education Plan with specific targets and actions to help the child achieve the targets. If this does not prove to be effective then we may seek advice from external agencies.
  • We have regular contact with external agencies including the Early Years Inclusion Team, Learning Support Service, Educational Psychology Service, Speech & Language Service, Autism Team, Ryegate Children’s Centre.  We work closely alongside all these agencies who offer specialist assessments.
Is your setting physically accessible to all learners? 
  • HI learners have the opportunity to work one-to-one or in small groups withdrawn to a quiet room (IR base).  Mainstream classes meet the acoustic requirements (e.g. tiled ceilings, double doors and carpeted floors) for HI children.  Soundfield systems are provided for HI children in their classrooms.  Radio aid systems are also provided for pupils.
  • We have two main buildings and three adjoining buildings. All of the buildings are fully wheelchair accessible.
  • All classrooms have interactive whiteboards with speakers to engage children who need visual and auditory clues to assist with learning.
  • Visual timetables are in use and can be individualised for children with particular needs.
  • For learners with communication difficulties, communication aids are used including picture symbols and hand signing to help learners communicate and be understood.
  • Equipment and facilities are purchased as needs arise e.g. we have a dark den and multi-sensory equipment for our children with autism spectrum disorder (ASD).
  • If children are having difficulty coping at any time they are given time out of the classroom with staff support.
  • We have disabled changing and toilet facilities.
  • The school grounds are fully enclosed by a fence, and gates are locked during the school day with access only available through the front reception area.
  • We are an old Edwardian building and space is very limited but we try and ensure learners access the hall or outside areas when they need a quiet space.
  • We stagger lunchtimes to ensure that the dining room is not overcrowded and stagger them further for a small number of children who cannot cope with a noisy dining hall.
How does your setting adapt the curriculum for learners with SEND? 
  • The Teachers of the Deaf based in the school work with mainstream staff to ensure that the curriculum is appropriately differentiated for hearing impaired learners. Individual learning plans are put in place by the Teacher of the Deaf, in consultation with the Speech and Language Therapist.
  • The Headteacher and Deputy Headteacher along with the SLT oversee the overall education programme and collect in weekly planning.
  • Classroom teachers plan Individual Education Plans for learners with SEN using advice and input from children, parents and outside agencies.
  • The Special Educational Needs Coordinator (SENCO) monitors the Individual Education Plans termly and offers advice on how to make these more effective.
  • All lessons are differentiated using a range of methods and strategies e.g. questioning, learning partners, work set at appropriate levels, level of challenge, support.
  • Individual timetables are established for children who struggle to access the curriculum.
  • A number of interventions are available for children with SEND including dyslexia programmes, speech & language programmes, nurture groups, social groups, reading programmes, maths programmes etc.  These are led by experienced teaching assistants or class teachers and take place at various times during the day.
What training have your staff received to support learners with SEND? 
  • The Teachers of the Deaf have (or are working towards) the mandatory qualification. In addition to this all IR staff keep their skills updated by attending HI Service Training days and attend specialist courses such as those provided by the Ear Foundation, Nottingham. The Educational Audiologist from the Service for Deaf and Hearing Impaired Children and a specialist Speech and Language Therapist visit regularly.  Support staff have First Aid qualifications.
  • Members of staff have completed First Aid Training, Team Teach training, ASD training, dyslexia training, and have had input on attachment disorder and (Pathological Demand Avoidance) PDA
  • A number of staff have attended additional courses and training for specific interventions and to provide support for individual children e.g. ASD, dyslexia, speech & language, literacy support, numeracy support.
  • The SENCO is currently completing a postgraduate certificate in SENCO to improve knowledge and understanding in order to improve the provision and service provided for our children with SEN.
  • The School Learning Mentor has been various training around looked after children, emotional wellbeing as well as support for parents.
  • All staff that have contact with children are aware of their needs and information is recorded in a file that follows the child throughout school. Members of staff that are not permanent are informed of children’s needs by members of permanent staff.
  • Supply staff are provided with a proforma that provides details of learning, medical needs etc.
  • We access advice from a number of specialist services including; Early Years Inclusion, Learning Support, Hearing Impaired Service, Educational Psychologists, Autism Service, Speech & Language and Ryegate Children’s Centre.
  • We would always seek to contact specialist services of children with needs that are not covered in the above list.
  • All staff are first aid trained, with staff in FS2 also pediatric first aid trained.
  • We have members of staff who are trained in the administration of medicines, feeding and the provision of personal care.
How do you communicate with and involve families? 
  • Children accessing the IR have ‘home-school’ books to ensure good communication.  The specialist staff also keep in regular contact with families through telephone and e-mail. The Teachers of the Deaf meet with parents on school Parents’ Evenings when Individual Education Plans (IEP) are reviewed, Annual Review meetings and at other times at the request of parents.  The IR also has an Open Afternoon once a year, for parents and children to get together, review the children’s work, school activities they have been involved in and discuss issues of concern to parents, for example, transition to secondary.  Interpreters are provided as necessary.
  • We have an open door policy which means we are always willing to make time to talk to parents before or after school as and when appropriate.
  • A parent’s evening is held each term where parents are involved in discussions about their child’s levels, progress and any other issues.
  • Parents also receive regular newsletters from class teachers.
  • A “Thursday Letter” is published on the website and emailed to parents every week regarding whole school events and issues.
  • Primary Contact is used for circulating information both routine and urgent via text message.
  • Parents of children with SEN are invited in termly to complete IEPs, in these meetings targets are reviewed and new targets set. In addition IEPs detail the specific interventions a child has received.
  • Twice yearly SEN review is held in the first half term and at the end of the year with the SENCO.
  • Other meetings can be arranged throughout the year as required and requested.
  • We would arrange for an interpreter to attend meetings for families whose first language is not English.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The Integrated Resource for HI children has been audited using the National Deaf Children's Society (NDCS) Quality Standards for resourced provision, this is updated annually.  Feedback from parent/carers and pupils is sought annually. Pupil progress is continually tracked and monitored.
  • The Headteacher, Deputy Headteacher and SENCO monitor the progress of SEN children termly. Meetings are held with members of staff to review progress and look at further actions required.
  • Feedback to governors is given in termly Headteacher reports to them
  • The Senior Leadership Team, including the SENCO, complete termly lesson observations to ensure that teaching is effective and supports all learners, there is always a focus on provision for SEN children within lessons.
  • The SENCO completes termly lesson observations with a focus on provision for children with SEN.
  • The SENCO also monitors interventions termly to review their effectiveness and make suggestions for changes as and when necessary.
  • Members of staff are given individual feedback and support as and when necessary.
  • External agencies monitor the progress of children in school and provide feedback to parents and staff.
  • Parents and staff complete questionnaires annually to review the effectiveness of the school’s provision for children with SEN.
What support do you provide for the learners' overall wellbeing? 
  • The IR uses reverse integration sessions to support social inclusion. Group sessions in the Integrated Resource will include work on programmes that support the development of social skills and emotional well-being. HI pupils have access to specialist staff at break times and during the lunch breaks HI pupils can go to the IR base, where a Teacher of the Deaf is present, to have ‘time out’ or to bring a friend to access a quiet environment which enables easier communication. The Teachers of the Deaf provide Deaf Awareness training for Mainstream staff and pupils in school.
  • Throughout the year we hold whole school focus weeks e.g. anti-bullying week, healthy week, in which we discuss social and emotional wellbeing.
  • Every class has a worry box where children can share any concerns they may have.
  • We are open and honest about disabilities of our own children and of others.  We talk to children about empathy and help them to understand how disabilities affect people.
  • The school uses national and international days and events to consolidate this message e.g. Epilepsy Awareness Day, Paralympics.
  • We hold a regular nurture group at lunchtime (Champions) for children who struggle to cope during the long lunch hour. This group allows children to talk about issues that may be affecting them and also to build friendships.
  • Our full-time Learning Mentor supports children for whom school is a cause of stress and anxiety, she is available for children from them entering school in the morning to leaving at the end of the school day. She uses a range of strategies to help children to build self-esteem in order for them to have the confidence to tackle learning within school. She also supports individual pupils who wish to share their specific difficulties with their class.
  • Children are encouraged to try their best through a number of strategies that help motivate them to try their best with their learning e.g. Edge Teams, Weekly Gold Awards and various class based award systems. 
  • Whole school celebrations are held weekly to recognise the achievements of children at all levels.
What kind of behavioural interventions do you use? 
  • All our staff have received Team Teach training looking specifically at strategies to support children with behavioural problems.
  • We have a full-time Learning Mentor who supports vulnerable children both in and out of the classroom. She holds regular sessions, in groups and with individuals, for children who struggle with relationships and with their emotional well-being.
  • We provide Individual Behaviour Plans for children who are unable to access the school’s whole school behaviour policy. 
  • We actively seek support from outside agencies for ongoing behavioural issues.
  • Children who achieve 100% attendance during a term receive an award with a special award for children who achieve 100% attendance for the whole year.
  • Parents of children with consistently low attendance are invited for meeting with the Headteacher and Learning Mentor. If improvements are not seen then school involves the Local Attendance and Inclusion Team.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • We ensure that all children are able to attend trips and residential by putting in place any measures or support required for children with SEND.  Parents/carers are involved in the planning of this support in meetings prior to the trip or residential.
  • Parents/carers are always invited to support their children and can volunteer to take part in these activities and trips. 
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Clubs - This is run by Greystones Pre-School. This is an independent organisation.

After School Clubs -Greystones After School Club is run by an independent organisation.  In addition there are various after school clubs/activities but these are mostly run by external agencies.

How do you consult with and involve learners in their education? 
  • HI learners contribute their views via the annual review process. The way they do this depends on their level of development and communication skills, and may include photographs, video, etc.  HI pupils give staff feedback on every session they have had support with (on Daily Record Sheets). They are encouraged and supported to take on roles of responsibility in school.
  • We use Building Learning Power (BLP) throughout school to encourage children to develop their own learning skills and decide how they learn best.
  • Children are invited to direct their own learning throughout the year in a number of lessons and through a number of initiatives e.g. Enterprise Projects.
  • Many topics start by children compiling a list of questions that they would like to find out the answer to.
  • Children are set homework projects in which to explore an area of their interest in further detail.
  • We have a School Council who put forward the views of all the children about whole school issues including budget and learning. The School Council also provide feedback to the Governing Body.
  • Dialogue is a key feature of all lessons and self-review is an integral part of practice across school.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Careful transition plans are put in place for all children in school before and after a move of setting, classroom etc.
  • Foundation children have three school visits and a home visit before they attend on a staggered timetable e.g. mornings only for a week, to help them adjust to the new setting.
  • The SENCO and early years foundation stage (EYFS) teachers attend the final SEN review at nursery before children move to our setting to ensure we have all necessary plans and resources in place.
  • All children have transition visits to their next class within school before the end of the summer term in preparation for September. 
  • Additional transition is put in place for children with particular needs.
  • Staff also have a number of staff meetings to discuss transition including progress, next steps, SEN, safeguarding issues etc.
  • When classes are mixed, usually at the end of EYFS, we take into consideration SEN, friendships and additional needs before mixing classes.
  • KS1 and 2 classes are mixed as and when necessary.
  • Y6 have transition meetings with all secondary schools during the final term to pass on relevant details.
  • We have Transition leaders for EYFS, KS1, Lower KS2 and Upper KS2.
  • The majority of learners who leave our setting move onto a local secondary school, some children move onto a specialist provision.
Do you have an online prospectus? Are there open days for families and learners? 
  • A prospectus is available to view on our website (
  • Visits are arranged in the Autumn term for parents who are interested in their children starting our Foundation Stage the following September.
  • Parents of new starters are always invited in for a visit prior to their child starting school.
  • There are events and days throughout the year where parents and families are invited to come along and join in e.g. enterprise days, theme days, sports day, sponsored walk.
Do you offer outreach to home educating families? 

We currently have no home educating families.

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

No other additional services for learners with SEND are currently available.

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