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Byron Wood Academy (Astrea Academy Trust)

Who to contact

Telephone
0114 272 3624
E-mail
enquiries@astreabyronwood.org
Website
Byron Wood Primary School website

Where to go

Name
Byron Wood Primary School
Address
Earldom Road
Sheffield
Postcode
S4 7EJ

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
Byron Wood School is two storeys high on one side of the school and single storey on the opposing side. The second floor is accessible by stairs as well as by two ramps.
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Multi-Sensory Impairment
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
3 years to 11 years
Facilities
  • Quiet Area
  • Secure setting
  • Visual aids

Local Offer

Description

 Byron Wood is a large primary school which is situated in an area of rich cultural and social diversity near the centre of Sheffield.  There are approximately 500 children on roll with 84 members of staff.  44% of our children are on FSM and there are 19 different languages spoken throughout school.

 Byron Wood Primary is a two form entry mainstream primary school with a nursery. We follow the National Curriculum and aim to offer a broad and balanced curriculum for all pupils.

Contact Name
Lisa Whitehead
Contact Telephone
0114 2723624
Contact Email
lisa.whitehead@byronwood.sheffield.sch.uk
Links
Byron Wood Primary School Ofsted Report
Local Offer Age Bands
Early Years (0-4 years)
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 476 children on roll. There are approximately 32 children in each class.

How does the setting identify learners with SEN? 

Parents’ opinions and concerns are strongly valued and are an important part of the identification process. For all pupils entering school, home visits are made and this is where the first discussions take place with parents. During the induction meeting the child’s needs, who is already involved with the child and what support is needed are discussed.

All staff are responsible for reporting any concerns around special educational needs to the SENCo. After a discussion between the parent, class teacher and SENCo, a decision is made about which interventions to deliver, how families can support learning at home as well as if and at which stage the child should be placed on the SEN register. Assessment information is also used to help make this decision. Progress is then monitored and interventions reviewed accordingly. Advice may be sought from outside agencies such as Speech Therapists or Learning Support Teachers when identifying additional needs and to provide specialist assessments.

 For newly arrived children, a period of two terms is used to monitor progress against expectations before any decisions are made.

Is your setting physically accessible to all learners? 

Byron Wood School is two storeys high on one side of the school and single storey on the opposing side. The second floor is accessible by stairs as well as by two ramps – one internal and one external. All playgrounds are secured with fencing.

Each teaching area has a visual timetable. Learners can access a wide range of equipment to support learning particularly in numeracy and literacy. There are specific sensory areas both in the Nurture unit and Positive Play room.

 There are quiet places to learn in school. These are often used as intervention rooms. Alternative areas to the dining room are identified based on individual needs. The area is dependent upon the year group of the child.

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

Class teachers in consultation with the SENCo plan the education programme for a learner with SEN. In the first instance, work is differentiated for children in lessons.

We work closely with parents, children and outside agencies to tailor intervention to the needs of the children. There are personalised learning plans for some pupils with SEN which include access to small groups, 1:1 intervention and their own curriculum.

All pupils with SEN have targets and identified interventions or strategies which will help them to reach their potential. This might include use of visual aids, equipment or some 1:1 or small group help.

Children with SEND may access a range of interventions including positive play, theraplay, social skills group (behavioural), LEAP, VIP and NIP (language). Some children may be educated in the Sunflower Room as a more nurturing school experience is required.

What training have your staff received to support learners with SEND? 

There are members of staff in school trained in: Speech and Language interventions LEAP, VIP and NIP, Fischer Family Trust, PECs, Team Teach, Nurture Principles, Positive Play and Theraplay. There are also staff members who have received training and are experienced in working with pupils with ASD, dyslexia and a range of learning needs

School accesses specialist expertise by working with professionals from the Educational Psychology Service, School 2 School Support Service, MAST, CAMHS, TAMHS, Early Years Inclusion Service, Service for Deaf and Hearing Impaired Children & Service for Visually Impaired Children, Ryegate Children’s Centre, Collins-Donnelly Psychology, Speech and Language Therapy and an ASD Consultant.

 A number of school staff are trained in first aid.

How do you communicate with and involve families? 

Parents and carers are always welcome in school and are encouraged to stay to complete morning work with their child in Foundation Stage and KS1.

Regular, open communication with parents and carers is encouraged. This is done face to face, via telephone conversations, postcards home, letters and at parents’ consultation evenings. Parents also receive an annual report detailing each child’s progress.

For the pupils with SEN or other additional needs reviews are held termly. Parents’ views are an important part of the discussion and parents are actively encouraged to offer their views on progress and target setting.

Parents are invited to attend workshops to support their children’s learning at home. These include Read,Write,Inc workshops to help develop early reading as well as maths workshops to show parents how we complete number operations in school. As part of our links with the Fir Vale family of school, information events for parents of SEN pupils have been arranged for parents of all the schools. 

For families whose first language is not English, if they would like a translator, we arrange for one of our language speakers to be present at meetings to translate.

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

Children’s progress is monitored at half termly meetings. Progress is triangulated with attendance data along with information gathered as part of ECM monitoring.

Pre and post intervention data is used to assess learning for children with SEN. Observations of children are also used to support judgements of effectiveness along with other measures of behaviour such as reduced number of recorded incidents in merit books as well as Boxall profiles.

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

As a school we put the emotional and social wellbeing of our pupils at the core of our practice. Staff know the children well and are sensitive to their individual needs. Some children may need more social or emotional support and may be identified to take part in additional interventions such as Theraplay, Steps4ward, Positive Play or Nurture Unit The school also has staff who undertake family advocacy and learning mentor roles.

The school is highly diverse and fully inclusive. Children are taught to value and respect each other and their differences. Children may also be targeted to take part in group/club activities during non-teaching time.

Byron Wood is part of a family of six primary schools and one secondary school, who all work together, including in supporting the increasingly diverse needs of the children.  School staff work in close partnership with external agencies and the local Family of Schools to remove barriers to learning. We participate in moderated SEN audits across the Family of Schools.

What kind of behavioural interventions do you use? 

All staff members are aware of and follow the school’s behaviour policy.

School works proactively with children and families to promote positive behaviour. Byron Wood has a nurture unit with hub of excellence status. The children access the provision full time with the exception of Monday afternoons to allow the children to maintain links with their mainstream class. Children working in the unit do so for between 2-4 terms. A phased return to class takes place at the child’s pace to ensure smooth transition and allow them to experience success. School also has three learning mentor who carry out targeted work with children to ensure attitudes to learning are positive.

For children whose behaviour is becoming of increasing concern, parents are invited in to speak to members of staff. Together with the child, a behaviour report will be drafted. This is completed by teaching staff and shared with parents at the end of each school day.

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

Learners with SEND have equal access to all activities, including enhancement activities such as music lessons, sports clubs and residential visits.

Parents are informed by letter or phone of upcoming activities and trips. There is also a regular newsletter out lining the school calendar. The school has a parents group who are now being consulted about educational visits.

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

We offer a Breakfast, After School and Holiday club.

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

Each class has a school councillor to share opinions, thoughts and ideas.

Each half term, children take part in immersion activities at the start of their topic work to allow teachers the opportunity to find out what the children would like to find out about and to discover the children’s starting points.

Each child with SEN is asked to share their opinion of their own strengths and weaknesses when reviewing progress.

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

Transition is managed in a number of ways dependent on the age of the child. School considers each child’s needs on an individual basis in consultation with the parents and a transition package including school and home visits is then arranged.

Starting school:

  • Parents and children are welcome to visit school and look round.
  • Home visits are made before children start school to share information about school and for school to get to know about the child and his/her needs.
  • Additional meetings are arranged between parents, staff from other settings and school where a child has additional needs.
  • Children will visit during our transition weeks in July and will stay for a number of sessions.

 New to School from Y1 upwards:

  • Parents and children are welcome to look round
  • A home visit is arranged for each child. This is an opportunity for school to find out about the child and any concerns the parents have regarding their child’s needs or learning.
  • A follow up admissions meeting takes place to discuss school routines. This is followed by a tour of the school and the child being introduced to their new teacher and class.
  • Pupils will usually start on a Monday.
  • If the pupil has been on the SEN register at their previous school we will talk to the SENCo to find out about any special arrangements or support that need to be made for the child and make sure we are aware of the child’s needs.  

 If a child is moving to another school:

  • We will speak to the new school’s SENCo and ensure he/she knows about any special arrangements or support that need to be made for the child.
  • We will make sure that all records about the child are passed on as soon as possible.

 When moving classes in school:

  • Information will be passed on to the new class teacher and discussions will take place with the new teacher. The SENCo will often be involved in this.
  • All review information, targets and suggestions from recent reports will be shared with the new teacher and any new teaching assistants that may be working with the child.
  • All children take part in transition day with their new teacher in July. This is an opportunity for the children to get to know their new teacher and for the teacher to know what the children would like to learn about in their next topic.

In Year 6

  • The SENCo will meet to discuss the specific needs of a child with the SENCo of the secondary school that they will be moving to.
  • Some children will attend a small group in school, to support their understanding of the changes ahead. This may include learning to use a timetable and ensuring that the children have the correct equipment for school.
  • Where needed, children will visit their new school on several occasions in addition to the transition visits which all Y6 pupils will take part in.
  • We will ensure that the relevant staff members from the receiving school are invited to the final annual review for children with a statement before the move to secondary school.

 At Byron Wood, classes are sometimes mixed when the children move from F2 to Y1. Only on very rare occasions are the classes mixed after this.

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

There is lots of information about the school on our website.

We hold parents workshops and community events. Prospective pupils and their families are invited to look round and speak to staff.


Last Updated
17/09/2018
Keywords
Education, Learning, Support, SEN, SEND, Disabilities, Special Educational Needs
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