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Bradway Primary School

We are a large , two form entry primary school, catering for pupils from four (FS2) to 11 (Y6).


At Bradway Primary School we welcome everybody into our community. The Staff, Governors, pupils and parents work together to make Bradway Primary School a happy, welcoming place where children and adults can achieve their full potential and develop as confident individuals.

This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school family, thus providing a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.

Who to contact

Contact Name
Annabel Wales
Contact Position
Assistant Headteacher, SENCo
0114 2363723
E-mail -
School website

Where to go

Bradway Primary School
Bradway Drive
S17 4PD

When is it on?

Time / Date Details
Open Monday to Friday during term time , 8.35- 3.05 pm
Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Wheelchair access details
The school is made up of 2 buildings which are fully wheelchair accessible
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
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities

Other Details

Age Range
4 years to 11 years
  • Parking
  • Schools
  • Disabled Facilities
  • Changing facilities
  • Sensory Room
  • Quiet Area
  • Catering facilities
  • Outdoor play/equipment
  • Visual aids
Providers who offer pickups from this setting
Susan McAuley, Childminder  Jane Walker 

DISCLAIMER: Bradway 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


See link to our Local Authority Primary School offer

Contact Name
Annabel Wales
Contact Telephone
0114 2363723
Contact Email
School Inspection report
School Website
Send Policy and Information Report
Bradway Primary School Information Report 2019
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? 

The admission arrangements for all pupils are in accordance with national legislation including the Equality Act 2010. This includes children with any level of SEN, those with Education, Health and Care Plans and those without.

If your child has special educational needs and/or a disability and you would like to know more about what we offer at Bradway Primary School please contact us on 0114 2363723 or e‐mail us at

Alternatively, Sheffield’s SEND Local Offer can be obtained from Sheffield Council’s website ( ) or directly from the school website           

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

408 pupils on roll, average class size is 30.

How does the setting identify learners with SEN? 

Transition from nursery education to primary education, identification by class teacher, involvement of SENCO, involvement of appropriate outside agencies such as MAST, Educational Psychologist, Learning Support, Meetings with parents.

All mainstream schools are expected to provide SEND (Special Educational Needs and Disability) support for a wide range of pupils, including those with the following needs:

  • Communication and interaction; including speech and language and ASD (autism)
  • Cognition and learning; including moderate to severe learning difficulties, dyslexia, dyspraxia and dyscalculia
  • Social, mental and emotional health; including ADD, ADHD and anxiety disorder
  • Sensory or physical, physical disability, hearing and visual impairment

A school’s provision for SEND, is defined as support which is additional to or different from, that which is available to all pupils.

At Bradway School we recognise that children make progress at different rates and not always in a steady linear pattern. A pupil may be identified as having SEND by:

  • liaison with nursery/preschool or previous school
  • pupils performing significantly below expected levels
  • concerns raised by teacher/parents/carer

If a pupil is identified as having SEND, their name will be placed on the SEN record at ‘SEN Support’ after consultation with parents. We recognise that pupils’ needs may change over time and provision must reflect this. The aim of any additional provision is for the child to achieve age related expectations (ARE), so once they reach this threshold, they may be removed from the school's SEND record. If they fall below ARE at any point, then they may be added to the register again.         

Is your setting physically accessible to all learners? 
  • The school is made up of 2 buildings which are fully wheelchair accessible with disabled access including toilets and changing facilities.
  • Visual aids such as timetables are employed
  • Learners have access to laptops and specialised computer programs.
  • The playground is secure and fenced
  • There is a lunchtime bus club to support pupils during lunchtimes
  • We have a sensory room and quiet areas for pupils 
How does your setting adapt the curriculum for learners with SEND? 
  • Education programmes for SEN learners will be overseen by the Class Teacher and the SENCO
  • Class Teacher plans differentiation, there is small group work and intervention by TAs
  • The school adapts timetables according to learners’ needs.
  • The school offers Social Skills Groups, as well as an exceptionally wide range of clubs including drama, music, sport which supports the school’s ethos of ‘everybody is good at something’

There are many barriers to learning that all pupils may face at some point during their time at school. All teachers are expected to consider the individual learning needs of every pupil, and make changes to ensure they achieve.

All children should have access to a ‘broad and balanced curriculum’, unless specified otherwise in an Education Health and Care Plan.

At Bradway School every effort is made to achieve maximum integration of pupils with Special Educational Needs.          

The special needs of most children will be addressed through differentiation and personalisation within the classroom.

Children also have access to a range of resources, including:

  • books, materials and learning activities to suit pupils of differing abilities
  • information technology facilities including learn pads and laptop computers
  • work station
  • Ear defenders, stability cushions, pencil grippers, over lays, fiddle toys……
  • Nurture room / sensory room
  • Bus pass
What training have your staff received to support learners with SEND? 
  • Staff have been trained in Speech and Language, team TEACH, literacy and math, phonics and mental health
  • To communicate learners’ needs to staff the school conducts review meetings, provides an information booklet for supply and office staff, holds regular meetings with lunchtime supervisors, ensures Every Child Matters (ECM) sheets are updated regularly and passed onto appropriate staff

All staff have access to professional training on identified needs and are encouraged to attend further training where necessary.  

Training undertaken by staff members includes:

  • Type of training
  • Type of training
  • Type of training
  • Raising awareness of autism Tier 1
  • Shape coding
  • First Aid
  • Dyslexia assessment training
  • Emotional Health and well being & child mental health training
  • SafeguardingWorking with bereaved children
  • VIP & NIP – Speech and language intereventions
  • Stammering
  • Working with children with autism
  • Working memory
  • Communication in print – Rebus
  • Working with children with dyslexia
  • Makaton
  • Acceleread/ accelewrite training
  • Cued articulation and speech sound difficulties
  • Numicon
  • Lexia
  • Clicker & training
  • Writing social communication stories
  • Maths Whizz
  • Working with children with specific language impairment and DLD
  • Autism training with Luke Beardon
  • Working with children with short term memory
  • Playpod training
  • Nurture group training
  • Managing conflict & confrontations
  • One page profiles
  • Writing social communication stories
  • Epi pen training
  • Sensory circuits training
  • Lego therapy training
  • Metacognition
  • Rainbow readers
  • Boxhall profiles
  • Alphabet Arc
  • ESCAL training
  • Attachment issues
  • Positive Learning Plans
  • Supporting pupils with ADHD

Teachers differentiate, through teaching styles and reasonable adjustments of policy, procedure and learning environment. Where necessary, specialist equipment, computer software and applications will be used so that all children make progress.

The progress of all pupils is tracked and monitored and progress of SEN learners is compared to the progress of their peers. Termly pupil progress meetings as well as termly SEN review meetings  allows us to monitor these pupils carefully. Appropriate interventions can then be put in place, at the appropriate time.

In class, support may be allocated either on a one-to-one or small group basis.   Children with Education Health and Care Plans, may receive support within the classroom from a learning support assistant, working under the guidance of the teacher.

Where necessary, ‘reasonable adjustments’ may be made to the school’s policies and procedures or physical environment, so that they do not act as barriers to learning or inclusion, in line with the 2010 Equality Act.

Classrooms are dyslexia and ASD friendly and all children have access to a visual timetable throughout the day. Should school require advice and support for a particular specialism need, strong working relationships are held with outside agencies such as Ryegate Children’s Centre, Learning Support, the Educational Advice Service, the Autism Team, Early Years Team, CAMHs , Multi Agency Support Team and the speech and language team (SALT).

Other support available includes:

  • one-to-one/group support in Literacy/Numeracy/Social skills either within class or outside
  • after school tuition
  • sessions delivered by outside agencies
  • Theraplay sessions
  • mentoring support
  • Lego therapy
  • Sensory circuits
  • Lunchtime clubs for vulnerable pupils
  • Dog therapy
  • Bereavement sessions
  • ASD parental support group
  • MAST discussion groups around sleep routines, handling difficult situations and positive parenting

Children also have access to a range of resources, including:

  • books, materials and learning activities to suit pupils of differing abilities
  • information technology facilities including learn pads and laptop computers
  • work station
  • Ear defenders, stability cushions, pencil grippers, over lays, fiddle toys……
  • Nurture room / sensory room
  • Bus pass
How do you communicate with and involve families? 

The school communicates with parents and carers by;

  • hosting Parents Evening
  • Home school books
  • email
  • annual reports
  • holding regular review meetings with parents
  • class teacher and SENCO of SEN children

There are termly regular review meetings with parents, class teacher and SENCO of SEN children. There isn’t an SEN Group for parents but there are sometimes parent training / learning events in relation to SEN. The school uses local interpreters from the community wherever possible.

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

Provision mapping, pupil progress reviews (termly), learning walks, lesson observations, work scrutiny (half termly)

We offer an open door policy, parents are welcome at any time to make an appointment to meet with the class teacher.

Parents can contact the SENCO directly by email and class teachers through the school office.

Every year group has two parents’ evenings each year.

Pupils at SEN Support, with their parents/carers, are invited to 3 review meetings annually. Progress is reviewed, targets are set and pupils are invited and encouraged to attend where appropriate and beneficial.

At the end of the school year, all pupils receive a school report, reporting on

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

Weekly philosophy for Children sessions, circle time, SEAL, provide one to one support when needs arise eg bereavement.

Disability awareness is also taught within the above sessions and with the support of outside agents for example the Autism Team. Awareness is also covered in assemblies.

Playground friends, Theraplay, social groups and circle time and buddies are all methods used for helping leaners to make friends

We have a lunch time club aimed at vulnerable learners

Where a learner experiences anxiety the school liaises closely with class teachers and parents and would engage outside agencies such as a school nurse if appropriate

The school uses a positive behaviour management system with the opportunity to be rewarded with team points/Dojos.

Classes also may have their own whole class reward system, such as collecting ‘dragon’s tears’.

Every lunch time, we have a supervised club, which provides a safe environment where pupils complete games and socialise in a quieter environment.

Teachers timetable PSHE sessions, L4L (learning for life ) and P4C sessions for the whole class.

1-1 or small group social skills sessions are provided with a trained teaching assistant.

During the lunch break pupils have access to playground buddies and dinner supervisors.  We also have a lunch time club, run by a teaching assistant, for our vulnerable pupils.

If a pupil is unwell during the school day they will be sent to the school office. If a child is too ill to stay at school, a parent/carer will be contacted and asked to make arrangements to collect them, as soon as possible.

All relevant staff are trained on administering Epi-Pens.   All staff throughout the school are made aware of pupils who have severe allergies or other significant health/medical needs arising.

There are opportunities for pupils to be members of the school council and of a well-being council. Here pupils are encouraged to express their views and suggest ways we can continue to improve. Our wellbeing group are encouraged to deliver assemblies and to develop tolerance, empathy and a greater understanding of our differences. We are looking forward to being part of the Healthy Minds project in September 2019.

What kind of behavioural interventions do you use? 

Support around behaviour includes the involvement of an Educational psychologist, the Multi Agency Support Team (MAST) and closely liaising with parents.

Extreme behaviour is tackled in close collaboration with parents and support agencies, discussions and mentoring with the Head teacher and other senior staff, Internal exclusion, Days at Meadowhead’s inclusion centre, fixed term and, if necessary, permanent exclusion.

How do you ensure learners with SEND are included in non-classroom based activities? 
  • Learners are helped by a Teaching Assistant (TA) to access all of the activities at the school.
  • Activities and trips are discussed with parents to assess pupil’s needs and put into place all necessary requirements, parents are invited to accompany their child.

All pupils are entitled to be included in all parts of the school curriculum and we aim for all children to be included on school visits and residential visits.  We do our best to provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off site activity, to ensure everyone’s health and safety, will not be compromised.  If possible, the support assistant supporting a particular SEND pupil, will attend the visit.

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

After School Club and a breakfast club on site (not run by school)

How do you consult with and involve learners in their education? 
  • Learners can contribute their views via discussions with class teacher and teaching assistants. The school will provide the time for this.
  • Pupils are invited to attend SEN reviews
  • Regular pupil and parent questionaires including the Our Voice Matters (OVM) survey.
  • The school has an active pupil council.
  • The school has a well-being council.
  • If your child has an EHC Plan or is at SEN Support, they will be invited to their termly review meeting.  Their views and targets will be discussed.
  • The SENCO is available to provide advice and guidance, or to listen to any concerns that a parent or young person may have.
  • Questionnaires are given to all pupils to ascertain their views. This includes OVM surveys.
Do you have an online prospectus? Are there open days for families and learners? 
  • Yes. see our website: 
  • Interactive website, no open days however, school viewings are provided by head teacher by appointment.
Does your setting offer any additional services for learners with SEND? 

The SENCO liaises with many specialist services and outside experts, to ensure provision for our pupils and to meet their needs. The school works closely with many external agencies that are relevant to individual pupil’s needs including:

  • Autism Team
  • Educational Psychology Service
  • LSCB (child protection and guidance services)
  • MAST (multi agency support team)
  • Learning Support
  • Speech Therapy
  •  Physiotherapy
  • Occupational Therapy
  • Special Educational Needs Team, Local Authority
  • Police
  • Hearing and Visual Impairment Services
  • Social services
  • School nurse
  • Community Youth Teams
  • Parent  Partnership.
  • ‘What If’, a Behaviour Support Consultancy

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SEN, SEND, Disabilities, Disability, Schools, Education, Learning, Additional Support
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