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Rivelin Primary School

Rivelin Primary School.


We are a two form entry primary school with a Nursery in two buildings  both accessible by stairs and one that is on three floors and has several flights of stairs.

Who to contact

Contact Name
Sheenagh Middleton
Contact Position
Head of School and SENCo
0114 2341304
School Website

Where to go

Rivelin Primary School
Rivelin Primary School
Morley Street
S6 2PL

When is it on?

Time / Date Details
Open Monday to Friday from 8.30am until 4.00pm
Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Wheelchair access details
Partial wheelchair access. Some areas of KS2 building are not accessible by wheelchair.
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Autistic Spectrum Disorder
Severe Learning Difficulty

Other Details

Age Range
4 years to 11 years
  • Disabled Facilities
Providers who offer pickups from this setting
Christine Hubbard, Childminder  Sharn Campbell, Childminder  Colette Knutton, Childminder  Joanne Belk-Hodkinson, Childminder 

DISCLAIMER: Rivelin 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


We are a two form entry primary school with a Nursery in two buildings  both accessible by stairs and one that is on three floors and has several flights of stairs.

Contact Name
Sheenagh Middleton
Contact Telephone
Contact Email
Ofsted Inspection Report
Ofsted Performance Data
School Website
School Prospectus
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 

370 on roll

Average class size 27

How does the setting identify learners with SEN? 
  • Early identification usually with family and other professionals or picked up during reception and year 1 through normal assessment and observation.
  • Specialist learning support teacher then to diagnose and provide recommendations.
Is your setting physically accessible to all learners? 
  • We have a disabled toilet but no disabled changing facilities
  • We don’t have anyone who can’t cope but would make a reasonable adjustment if required.
How does your setting adapt the curriculum for learners with SEND? 
  • Class teacher and SENCO with consultation from professionals oversee education plans. 
  • Differentiation is essential.
  • We would always make reasonable adjustments to pupils who need a change of routine.
What training have your staff received to support learners with SEND? 
  • The specialist expertise that we use comes from learning support teacher, educational psychologist, autism team. 
  • There are limited facilities out there to access. 
  • We do not have any staff trained in admin of medicines, feeding and providing personal care currently.
How do you communicate with and involve families? 
  • The building was built in 1901 it is comprised of two separate schools merged in the last two decades. 
  • One was an old middle school.
  •  A lot of stairs particularly in KS2 and difficult to access for those with physical disabilities.
  • Parts of it are wheelchair accessible. 
  • Visual timetables are used for pupils who need it. 
  • There have been no improvements in the audio, visual environment.
  • Differentiated work, intervention support eg speech and language. 
  • Use of hardware/software where required are used.
  • There is a fence and wall that surrounds the school site.
  • We access an interpreter when necessary
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Through regular pupil progress meetings. 
  • Tracking data and work scrutiny. 
  • Regular report to Governors about the progress of vulnerable groups.
What support do you provide for the learners' overall wellbeing? 
  • Support is provided through PSHE, philosophy and transition projects.
  • Use of the Learning Mentor intervention and leadership roles to support.
  • Structuring unstructured periods.
  • Also contact with home, daily conversations and phone calls, home school books if required.
What kind of behavioural interventions do you use? 
  • Learning mentor support, EWO intervention through the family of schools.
  • Behaviour plans, intervention from Learning Mentor, internal exclusion, fixed term exclusion, support from inclusion (but they have very limited capacity) – we have very limited support staff.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • We make provision and include all pupils on role in activities that are planned.
  • Parents and carers are involved through conversations and planning in the process
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? 

Through conversations and feedback.

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

The prospectus is on our website and we have open days for Nursery and Reception children. 

Do you offer outreach to home educating families? 

 None have been requested

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


Last Updated
school, primary school, SENCO
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