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Deepcar St John's CE Junior School

Who to contact

Telephone
0114 2883878
E-mail
enquiries@deepcar-st-johns.sheffield.sch.uk
Website
Deepcar St John's website

Where to go

Name
Deepcar St. Johns C Of E Junior School
Address
St. Margaret Avenue
Deepcar
Sheffield
Postcode
S36 2TE

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
The building is wheelchair accessible as is the field but the playground is not
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
ADD/ADHD
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
8 years to 11 years
Facilities
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Maria Allott, Childminder  Deepcar Pre-School Out of School Club  Deepcar Pre-School And Daycare  Sarah Hayes, Childminder  Early Steps Nursery and Children's Centre 

DISCLAIMER: Deepcar St John's CE Junior 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
Jane Steward
Contact Telephone
0114 2883878
Contact Email
j.steward@deepcar-st-johns.sheffield.sch.uk
Links
Deepcar St John's CE Junior School Ofsted 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 

There are 187 children on roll. We have a two form entry and an average of 24 children in each class.

How does the setting identify learners with SEN? 

Children are assessed by trained school staff using specialist assessments when either a parent or the class teacher recognises a need which is usually presented by a child having a difficulty with learning. Parents are involved in the process from the beginning.

Is your setting physically accessible to all learners? 
  • The school has very good facilities with eight large classrooms, a music room, ICT suite, junior kitchen, a separate learning  zone, library, hall and dining room with several smaller learning areas which are used for intervention groups.
  • The building is wheelchair accessible as we have two lifts to get from the lower area to the upper area. However, the playground is not wheelchair accessible although the field is.
  • We have one building with an upper and lower level, all on ground level as the school takes advantage of being built into a hill.
  • All classes use a visual timetable in many of the classrooms and always where it is necessary.
  • There are no new facilities for the teaching of SEND pupils although we are very fortunate in the size of the classrooms and the number of extra spaces we have in order to deliver the teaching necessary for our SEND learners. We buy new equipment for learners when it is necessary to do so for their learning to progress.
  • We have a disabled toilet which is large enough to be a changing room too.  
  • There is one perimeter fence round our open spaces. However, the front of the school is accessible to the children from the playground. The gates are shut at 8.30 am and reopened at 3.30 pm.
  • There is a quiet playground where no ball games are allowed. In school, there are areas outside the classroom which children would only access with an adult.
  • There is a space leaners could eat in outside of the dining hall if necessary.
How does your setting adapt the curriculum for learners with SEND? 
  • The class teacher will plan for SEND children along with input from the SENCO and specialist trained higher level teaching assistants.
  • We have eight literacy and eight numeracy sets in the morning targeting children working at similar steps in the National Curriculum. These sets are further differentiated so that all children are working at the correct level.
  • In the afternoon, children work in mixed ability groups, in pairs or individually in their class for all the other subjects. The teacher differentiates for these subjects too.
  • We do everything we can in order to help a child make good progress. All staff are passionate about teaching and we adopt many creative ways in order to help a child learn, not just academically but socially also.
  • We have a Learning Mentor who runs social skills groups and also one-to-ones in order for all children to be the best they can be. We also have a trained HLTA who specialises in the teaching of Specific Learning Difficulties. We follow specifically designed plans for those children with Speech and Language needs who receive daily 1:1 language support from a Teaching Assistant on a daily basis if necessary.
What training have your staff received to support learners with SEND? 
  • All staff have received training with regard to general special educational needs. Some staff have been specifically trained to support children with Specific Learning Difficulties.
  • All staff in school are aware of learners needs as we have a dedicated time in staff meetings in order to convey information. We rarely employ supply teachers because we have capable HLTAs and cover TAs who are able to teach a class on a short term basis. We prefer the children to have minimum disruption and as much continuity as possible. Our staff know the children’s needs and therefore this minimises disruption. On the rare occasion a supply teacher is employed we inform them of the class needs.
  • We access specialist expertise when necessary in the form of Educational Psychologists, Speech and Language Therapists, Occupational Therapists etc.
  • We have two staff trained in the administration of medicines. Our Learning Mentor would cover personal hygiene if necessary with a pupil or a small group of pupils.
  • The school has an Achievement for All Quality Mark Award
How do you communicate with and involve families? 
  • We have three Parents Evenings a year. There are monthly newsletters and in between we email parents and also text them. Some children have a home school book if necessary.
  • We have termly structured conversations for children with SEND.
  • We send home individual resources and  packs of ideas to support children at home. These are discussed with parents in the meetings or at another appropriate time.
  • The school does not have a specific SEN group for parents
  • All our parents speak English.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

We have half termly assessments for all pupils. Teachers attend a meeting each half term where all pupil progress is discussed. Action plans are drawn up and put in place for each child who needs extra help either in class or in the form of an intervention. This is monitored over the course of the next half term and reviewed again.

There is also a termly Structured Conversation meeting with parents and child where individual targets are reviewed and new ones set. Parents are invited to contribute to this meeting and the children, with the help of a Teaching Assistant who often scribes, write down their views. The child is invited into the meeting for 10 minutes in order for them to give their views and agree their targets. Some targets are pertinent to the home setting.

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

All teachers and staff are aware of all children with social and emotional needs. In addition, we have a Learning Mentor who provides extra support through one-to-ones and small group work for children who need extra support.

In teaching PSHE and Citizenship and Collective worship, all children are taught to respect individuals whatever their gender, creed, race or disability. Children who struggle to make friends are encouraged by playground leaders to join in with others. Those children who need other provision at playtimes will have a playtime buddy and a designated space to play inside.

Children who are anxious about school are supported by all staff but particularly by our Learning Mentor.

What kind of behavioural interventions do you use? 

We operate a Positive Behaviour Policy by creating an encouraging environment so that all children want to behave well and show respect, courtesy and honesty.

There is a set procedure to follow which can result in a missed playtime during which the child writes a letter to parents with regard to their behaviour. Staff will contact parents to discuss behaviour when it is more serious. Where children have extreme behaviour, we apply for one-to-one support.

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

We offer all activities to children with SEND unless there are health and safety reasons why this would not be appropriate. Parents and carers are involved in planning when children go on school visits or residentials.

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

The setting offers After School Clubs

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

Children contribute to their structured conversation meeting by talking to a Teaching Assistant and answering questions with regard to their school life covering learning, playtime, friends etc. If necessary, the Teaching Assistant will act as a scribe to facilitate the process. Children are invited into the termly meeting with their parents and teacher so that they are fully involved.

How do you prepare learners with SEND to progress to, from and within your setting? 

We are a Junior school and therefore we need to prepare for the transition process for both the Y6s who transfer to secondary school and the Y2s who join us. This process is managed alongside the staff from the infant feeder school and our secondary school. 

A set timetable is in place so that children in Y2 experience a wide range of different visits during the school year. For children with SEND, extra visits with a Teaching Assistant are managed separately. Sometimes, social story books are made to help the child. This is also the case for Y6 children transferring to secondary school.  For Y6 pupils there are also additional afternoons put in place to orientate the pupils to their new setting. 

Children’s friendship groups are certainly taken into consideration at both key stages and also when we mix classes for the start of a new year.

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

There is an online prospectus. 

We have Open afternoons each term for families to see what their children are learning.

There is a Y2 afternoon in September for prospective families of new children and another Parents evening in June or July for the parents/carers of those children joining our school. 

There are additional times available for parents of children with SEND to speak with our Learning Mentor and the SENCO.


Last Updated
25/06/2018
Keywords
Chuch of England school, christian, education, primary, Deepcar, key stage, SEN, Disability, Special Educational Needs, SEND
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