Skip to main content

Halfway Nursery Infant School

• 78 place Nursery (3-4 Years) • 180 place Infant School (4-7 Years) • Full wrap around care service (Superkids) 8.00am-6.00pm • Varied and extensive after school clubs


Welcome to our School!

At the heart of all we do are our children. We would like them to enjoy their childhood and be valued for their individuality, culture and heritage. We would like our children to go into the wider world as well rounded, happy, healthy and responsible citizens who care for the world and all the people who live in it. We strive for every child to be aspirational and forward thinking in all they do, and remain life long learners who are reflective, resilient and adaptable to the challenges of life in the 21st century.

Who to contact

Contact Name
Paula Bestall
Contact Position
0114 2482360
School Website

Where to go

Halfway Nursery Infant School
Halfway Infant School
Station Road
S20 3GU

When is it on?

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

Inclusion Information

Wheelchair Access
Wheelchair access details
All buildings have disabled toilet facilities.
Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Gluten free
Supports special needs and disabilities
Special needs and disabilities experience
Speech, Language & Communication needs
Visual impairment
Hearing impairment
Cerebral Palsy
No diagnosis yet
Social, emotional and mental health needs
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
3 years to 7 years
  • Disabled Facilities
  • Secure setting
  • Catering facilities
Providers who offer pickups from this setting
Deborah Martin, Childminder 

DISCLAIMER: Halfway Nursery Infant 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


SENCO: Jo Lomas – c/o Halfway Nursery Infant School

SEN Governors: Jo Wallace, Carol Ions c/o Halfway Nursery Infant School

Contact Name
Jo Lomas
Contact Telephone
0114 2482360
Contact Email
School Website
Parent Handbook
Ofsted Inspection Report
School SEND page including SEN Information Report
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 
  • Currently the nursery has 76 children.
  • Main school has 165 children.
  • Average class size: 25.
How does the setting identify learners with SEN? 
  • School has very clear pupil progress tracking and detailed in school assessments of all children.
  • Regular pupil progress meetings are held to identify any underachievement with groups of learners and those with SEND.
  • An Inclusion Leader strategically analyses data termly and provides targeted support and intervention and identifies any potential SEN issues.
Is your setting physically accessible to all learners? 
  • The school consists of 4 buildings with each year group in a different building.
  • All buildings are accessible by wheelchair and all buildings have disabled toileting facilities.
  • The school has a number of separate learning spaces to run specific interventions and to provide necessary additional support.
  • The school has lively and accessible classroom environments with visual timetables and resources accessible to all using an early excellence approach
  • We do not have changing facilities on site.
  • Resourcing in school is always tailored to needs of learners and we have a number of highly skilled senior teaching assistants who offer support for speech and language, gross and fine motor, basic literacy and numeracy development, theraplay etc.
  • Our school is fully secured with fencing and stringent access arrangements.
  • All children eat their lunch in the school hall, but separate spaces can be provided for children if and when needed.
How does your setting adapt the curriculum for learners with SEND? 

The school adopts the Achievement for All approach to SEND and strives to firstly provide quality first teaching of an outstanding level to help accelerate the progress of SEND children.

We have highly skilled teachers and Teaching Assistants (TAs) who adapt and tailor learning to suit every child’s needs in class, alongside their peers. In addition to this, teachers, SENCO and parents work together to plan additional support for children with SEND. This might include separate interventions, additional class based support/resourcing or the need for pre-teaching topics/lessons.

The school strives to differentiate all teaching throughout the whole lesson to suit ability needs and individual children. The school currently runs a number of interventions and additional support mechanisms, including:

  • Narrative Intervention Programme
  • Vocabulary Intervention Programme
  • Gross and Fine Motor Groups
  • Language Enrichment and Activity Programme
  • Literacy Fischer Family Trust
  • Talking Partners
  • Social/Communication Groups
  • Phonic Boosters
  • English as Another Language (EAL) support groups
  • Forest Schools
What training have your staff received to support learners with SEND? 

Staff are always active in seeking opportunities to learn and develop professionally. Staff are up to date in their knowledge and understanding of:

  • Speech and Language
  • Autistic Spectrum Disorder
  • Dyslexia
  • Epilepsy
  • Specific language impairment
  • Makaton
  • Communicate in Print
  • Behaviour management

The school works in partnership with an AfA ambassador school, educational psychology service, the autism team and the SEND early years team and our junior school.

How do you communicate with and involve families? 
  • The school emails a weekly newsletter to parents, regular text messages, has an email service and an open door policy.
  • Our website is updated daily and is very informative.
  • We hold termly parent evenings (to discuss learning and progress) and very much want our parents in school as often as possible.
  • We offer invitations to all our assemblies, parent workshops, super starter and fantastic finishes (topic work), classes in action and special days and weeks.
  • We offer termly SEN review meetings with parents and always seek parental views on children’s targets and the provision we give in school.
  • Your views matter to us!
  • Reviews follow a structured conversation approach and we assign at least 45 minutes to each review.
  • We have previously offered SEND support groups across our family of schools and lots of family learning opportunities.
  • We also offer parents classes in action, when parents can come and observe how we teach areas such as phonics.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The school always looks to evaluate and validate its work
  • The senior leadership team (SLT) and SEN governors conduct termly enquiry walks with a focus on SEND
  • The SLT also carries our regular book scrutiny, pupil voice and data scrutinies in relation to SEND, analysing provision and forging next steps for learners
  • We have at least 2 external reviews a year and buy in the services of consultants to undertake this, alongside the Local Authority (LA)


What support do you provide for the learners' overall wellbeing? 
  • Throughout school we have highly skilled teachers and TAs who are sensitive to all children’s needs and requirements.
  • As a smaller school we know all our children incredibly well, and in partnership with parents work together to identify issues/barriers to learning early on.
  • We have a number of TAs who run social/communication groups.
  • We also have an exceptional needs early years professional employed within the school who runs tailored support and nurture groups when needed.
What kind of behavioural interventions do you use? 
  • We have a named practitioner for behaviour management and a very clear behaviour policy.
  • Staff are trained in team teach and our school rules and expectations are threaded throughout the fabric of the whole school ethos.
  • We have wonderful role models in school (both adults and children!) who set a very clear expectation.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • The school strives to ensure all children with SEND can access the curriculum and activities through careful differentiation and tailoring of them.
  • We are lucky enough to have outstanding TAs who provide an invaluable additional resource.
  • Parents and carers are always involved in trips and activities wherever possible.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs are available.
  • After School Clubs are available.
  • We offer a full 'wrap around care' (Superkids) service.
How do you consult with and involve learners in their education? 
  • We have a children’s school improvement plan in school which runs alongside the ‘adult’ version of the improvement plan. Children and members of our school council contribute to this.
  • We also hold weekly ‘Tea with Mr V’ sessions. These are tea parties with the headteacher and an opportunity for children to share their learning and have input into school improvement.
  • Both of these initiatives are highly inclusive and always actively involve children with SEND across the school.
Do you have an online prospectus? Are there open days for families and learners? 
  • We have a website which is updated daily and our school prospectus can be found here (
  • Parents are welcome to contact the Headteacher at any point to come and look around the school and visit with their child. Please contact 0114 2482360.
Do you offer outreach to home educating families? 
  • We have wrap around care provision from 8.00am to 6.00pm in school.

Last Updated
school, ADHD, ADD, Dyslexia, Autism, Cerebral Palsy, communication, SENCO, SEN, nursery, infant, physical disabilities, vision, learning difficulties
Back to top Contact US
Powered by Open Objects © Open Objects Software Limited