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Grenoside Primary School

Description

We are a mainstream primary school providing education from foundation stage to Y6.


Who to contact

Telephone
0114 2467380
E-mail
enquiries@grenoside.sheffield.sch.uk
Website
School Website

Where to go

Name
Grenoside Primary School
Address
Grenoside Primary School
Norfolk Hill
Grenoside
Sheffield
Postcode
S35 8QB

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Dyslexia

Other Details

Age Range
4 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
  • ICT Facilities
Providers who offer pickups from this setting
Appletree Out of School Club (Grenoside) 

DISCLAIMER: Grenoside 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

Contact Name
Louise Delibal
Contact Telephone
0114 2467380
Contact Email
ldelibal@grenoside.sheffield.sch.uk
Links
Ofsted School Inspection Report
Ofsted School Performance 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 
  • Children on roll: 351.
  • Average class size Foundation stage/KS1: 25.
  • Average class size KS2: 35.
How does the setting identify learners with SEN? 

Assessments are carried out by our educational psychologist, learning support teacher and speech and language service.

School staff do not carry out specialist assessments.

Is your setting physically accessible to all learners? 
  • The school is on one main site and is contained within one building.
  • The school building is accessible via wheelchair. 
  • There haven’t been any improvements in the auditory environment.
  • The school environment supports learning through learning walls in every classroom and creative and engaging displays.
  • Classrooms are set up to be dyslexia friendly e.g. multi-sensory learning resources are available to all children.  Visuals are used widely across school to support learning.
  • Visual timetables are used in some classrooms where essential, and to support individual learners.
  • I-pads and modern technology is used wherever possible to support SEND learners.
  • There are two disabled toilets and changing facilities in school.
  • The playground is secured by a fence and gates that are locked during school hours.
  • Children can access the library and learning hub when supported by an adult to provide a ‘safe-haven’ and quiet space.
  • Learning tables are placed in the corridor to support children who are finding it difficult to access learning in class due to noise/distractions.
How does your setting adapt the curriculum for learners with SEND? 
  • The SENCo will oversee the education programme for a learner with SEN and work in close cooperation to plan with class teachers and outside agencies.
  • Differentiation is sharply planned for SEND learners.  Visuals, support strategies and technology are used to assist learning where necessary.
  • Provision is adapted depending on the individual needs of children.
  • Additional activities for SEND learners include nurture group and fine/gross motor skills group.
What training have your staff received to support learners with SEND? 
  • Some staff have received Makaton training at basic level i.e. greetings, colours.
  • SENCo has received training on dyslexia, ADHD, using mobile devices to support SEN and the new Code of Practice.
  • Relevant information is shared on ‘a need to know basis’ and is usually passed on via the SENCo or child’s class teacher.
  • School does not currently access specialist expertise.
  • Staff have not received formal training in the administration of medicines, feeding and personal care.  However, the council’s policy on ‘Managing Children and Young People’s Identified Health Needs - Guidance for Schools and Other Education Settings’ is adhered to in practice, as is our personal and intimate care policy.
How do you communicate with and involve families? 
  • The setting communicates with parents via parents’ evenings (3 x per year), Individual Education Plans (IEPs) review meetings, communication books and other meetings as and when needed.
  • The SENCo endeavours to meet with parents at School Action Plus (SA+) level once a term alongside the class teacher.  However, dependent on the need of the child this may be more or less.
  • Parent training or a SEN group for parents in not established at this setting.
  • Should an interpreter be required for families whose first language is not English then school would contact EMTAS (Ethnic Minority and Traveller Achievement Service) to arrange this.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The SENCo oversees data and uses this to inform provision mapping of support and interventions.
  • Interventions are measured in impact from baseline assessments levels prior to starting and upon completion. 
  • This is done dependent on how long the specific intervention runs for – this is typically half termly.
What support do you provide for the learners' overall wellbeing? 
  • Social and Emotional Aspects of learning are taught throughout school where the social and emotional wellbeing of all learners is taken into account and supported.
  • Disability awareness is broached during whole class teaching and sometimes in assemblies.
  • Playground buddies and peer support networks are established to help children who are struggling to make friends. 
  • Vulnerable learners are able to identify a key person that they can go to in the need of support.  School puts plans in place to minimise risks of vulnerability during unstructured periods.
  • Provision can be adjusted slightly to support learners for whom school is a cause of anxiety e.g. being met on entry to school by a member of staff.
What kind of behavioural interventions do you use? 
  • School works closely with MAST to support families of children who are at risk of exclusion.
  • Individual behaviour plans are used alongside reward charts, behaviour books and communication books to closely monitor and support behaviour.
  • We have an attendance liaison officer, in temporary post, who works closely with schools and families to increase the attendance of children.
  • Extreme behaviour has been managed with the help of primary inclusion where children may be offered a temporary or part time place in a specialist behaviour setting.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Every endeavour is made for all learners to access all provision on offer.  However, at times, reasonable adjustments have to be made e.g. specialist PE programmes for disabled children.
  • Very rarely provision is unable to be accessed by some children dependent on their needs e.g. swimming.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Clubs and After School Clubs.

How do you consult with and involve learners in their education? 
  • Communication passports are established in school where children are able to put their views across in order to support their learning.
  • Children’s views are taken into account where age appropriate.  Questionnaires are offered to SEND children termly to feed into IEP reviews.
  • The SENCo will help children articulate some of their views using ‘Communication in Print’ symbols where necessary.
  • We believe that children’s voice is a key driver in their learning.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • The Foundation 2 (F2) teachers and SENCo, where necessary, will be part of nursery visits prior to entering school.
  • The SENCo will liaise with outside agencies and/or medical professionals prior to any SEND learner starting school and necessary actions taken e.g. specialist equipment ordered,
  • F2 teachers and SENCo (when requested) meet with parents of SEND children prior to starting school.
  • Nursery documents and the sharing of information is encouraged to enable transition to be informed and smooth.
  • We have a wide range of feeder nurseries into F2 so usually classes are devised independently to friendship groups.
Do you have an online prospectus? Are there open days for families and learners? 

Please refer to the school website www.grenoside.sheffield.sch.uk/

Do you offer outreach to home educating families? 
  • After school clubs run regularly throughout the year and offer activities from Y1 – Y6.
  • Y3 and Y4 children attend swimming during the course of the year.
Does your setting offer any additional services for learners with SEND? 

Our school does not currently offer any of the above.


Last Updated
30/08/2017
Keywords
school, special needs, special educational needs, learning disability, learning disabilities
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