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King Ecgbert School

Description

11-18 comprehensive – 1341 on roll.


Who to contact

Contact Name
Paul Haigh
Contact Position
Headteacher
Telephone
0114 2353855
E-mail
enquiries@ecgbert.sheffield.sch.uk
Website
School Website
Parent Organisation
King Ecgbert School - Integrated Resource

Where to go

Name
King Ecgbert School
Address
King Ecgbert Secondary School
Totley Brook Road
Sheffield
Postcode
S17 3QU

When is it on?

Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Yes
Cater for special dietary requirements
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Cerebral Palsy
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
12 years to 18 years
Facilities
  • Disabled Facilities

Local Offer

Contact Name
Judith Smith/Heidi Sellars
Contact Telephone
0114 2353855
Contact Email
enquiries@ecgbert.sheffield.sch.uk
Links
Ofsted School Performance
School Ofsted Report
SEND Information Report 2018-19
School SEN Page
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type
Universal

Schools Extended Local Offer Response

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

1341 on roll – 30 average class size.

How does the setting identify learners with SEN? 

Yes, Educational Psychologist professional advice is sought and actioned.

Is your setting physically accessible to all learners? 

Mainstream setting.  Four buildings.  One lift.  Three disabled toilets.  Quiet space in the Integrated Resource.

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

SENCO oversees differentiated curriculum and support.

What training have your staff received to support learners with SEND? 
  • SEN information disseminated to all staff.
  • Occupational Health/Educational Psychologist services accessed.
  • Some staff are trained to administer medicine.
How do you communicate with and involve families? 
  • Communication via reports/phone calls/texts.
  • SEN - annual review.
  • 4 reports per year to parents.
  • No parent training offered in relation to SEN.
  • Translators used where necessary to help communicate with 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? 

Self-evaluation is ongoing.

What support do you provide for the learners' overall wellbeing? 
  • Daily interaction with staff.
  • PSHCE lessons.
  • Support given to learners who struggle to make friends.
  • Integrated Resource open for vulnerable pupils.
  • 1:1 support as necessary.
What kind of behavioural interventions do you use? 

Exclusion is the last resort.  Work takes place with MAST/CYT and families.

How do you ensure learners with SEND are included in non-classroom based activities? 
  • As far as possible learners with SEND given assistance to access activities.
  • Negotiation with parents/carers by SENCO and Integrated Resource.
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? 

Setting very skilled in ensuring student voice is heard.

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

Prospectus on website.

Do you offer outreach to home educating families? 

No.

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

No.


Last Updated
09/11/2018
Keywords
school, special educational needs, special needs, autism, ADHD, cerebral palsy, behavioural, mobility
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