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High Hazels Nursery Infant Academy (formally Greenlands School)

High hazels Nursery Infant and Junior schools are two separate schools operating as one through primary. They have a joint operating committee of the governing body.


Who to contact

Contact Name
Wendy Gourlay
Contact Position
School Business Manager
Telephone
0114 2442189
E-mail
enquiries@highhazelsacademy.org.uk
Website
http://www.highhazelsacademy.org.uk

Where to go

Address
High Hazels Academy
Fisher Lane
Sheffield
South Yorkshire
Postcode
S9 4RP

When is it on?

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

Inclusion Information

Wheelchair Access
No
Supports special needs and disabilities
Yes
Special needs and disabilities details
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
4 years to 11 years
Facilities
  • ESOL Classes
  • IndoorOutdoor Play
  • Schools
  • Disabled Facilities
  • Changing facilities
  • Extended Services school
  • Sensory Room
  • Quiet Area
  • Secure setting
  • Catering facilities
  • Outdoor play/equipment
  • ICT Facilities
Providers who offer pickups from this setting
High Hazels Infant Academy Out of School Clubs (formally Greenlands School) Early-Stage Care Holiday Club Early-Stage Care Early-Stage Care After School Club

DISCLAIMER: High Hazels Nursery Infant Academy (formally Greenlands 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.


Childcare Information

Funded Places

Are you registered to receive Funded Places? (15 Hours)
Yes
2 year old funding
No

Opening Times & Facilities

Facilities
ESOL Classes
IndoorOutdoor Play
Schools
Disabled Facilities
Changing facilities
Extended Services school
Sensory Room
Quiet Area
Secure setting
Catering facilities
Outdoor play/equipment
ICT Facilities

School Pickups

Offers pickups
No

Local Offer

Contact Name
Tinuviel Machin-Short
Contact Telephone
0114 2442189
Contact Email
enquires@highhazelsacademy.org.uk
Links
Greenlands Junior Ofsted Inspection Report
Greenlands Nursery Infant Ofsted Inspection Report
Greenlands Nursery Infant Ofsted Performance 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 
  • The schools are three form entry : 90 per year group.
  • The nursery infant is over subscribed currently at 292  pupils.
  • The junior school is 90 per year group ,also over subscribed currently at 355.
How does the setting identify learners with SEN? 
  • Baseline assessments carried out within the first five weeks at our setting.
  • 30 word check used in Nursery.
  • EAL screen carried out as necessary in every year group.
  • Specialist screening can be arranged through learning support our our educational psychology service.
Is your setting physically accessible to all learners? 
  • The school is multi-level and not fully wheelchair accessible. It is housed in a large extended building over three floors.
  • There are disabled toilets and changing facilities.
  • The playgrounds and field are fully secured with perimeter fences.
  • Visual aids including visual timetables are available as necessary
  • Communication in print is used across school.
  • There are two quiet nurture room spaces and a small sensory room.
  • Facilities can be made available to suit the needs of learners who find our dining room noisy.
  • A small number of break out rooms are available for interventions.
How does your setting adapt the curriculum for learners with SEND? 
  • We have comprehensive planning provided by a specialist team of SEND staff. This is directed by the SENDCO.
  • All class teachers are expected to provide a literacy rich, dyslexia friendly learning environment and to differentiate for the needs of all learners.
  • Bespoke timetables are created in liaison with parents and specialists to suit the needs of learners.
  • The ‘learning Together’ vision of the school enables us to provide bespoke packages of provision as necessary- where we don’t have provision we buy it in!
  • The school has purchased learning support and educational psychology services.
  • The school has invested in additional speech therapy and has specialist trained staff delivering VIP and LEAP interventions.
  • A specialist behavior support worker runs nurture provision and leads social skills groups including peer mediation, circle of friends and small group interventions based on SEAL.
What training have your staff received to support learners with SEND? 
  • The school holds the 10 year quality mark for basic skills.
  • The SENCO is currently accessing specialist training at masters level.
  • All staff receive training to deliver synthetic phonics.
  • Training to deliver IEP, behavior support and other targeted interventions is available.
  • Staff are trained in pediatric first aid.
  • The school holds weekly vulnerable childrens meetings.
  • Specialist expertise is brought in as necessary and we have weekly visits from speech therapy. We buy in fortnightly visits from Focus psychology.
  • The schools are in the Achievement for all project.
How do you communicate with and involve families? 
  •  The school has a number of staff who can offer translation support.
  • The school can support Punjabi, Farsi, Hindi, Arabic, Polish, Slovak, Arabic, Urdu, Mirpuri, Spanish and French. We have access to a translation service as necessary.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Termly pupil progress meetings allow senior leaders to track the progress of all pupils.
  • A cohort of pupils is monitored closely through termly Achievement For All (AFA) returns.
  • Cohort Data is analysed following termly assessments to see how effective our provision for learning is.
  • Interventions have pre and post intervention assessment data which is analysed by the SENDCO every six weeks.
  • Phonics  progress is assessed every six weeks.
  • Individual Education Plans (IEPs) are assessed termly by the SENCO and class teacher- more frequently if necessary to address the needs of a child.
What support do you provide for the learners' overall wellbeing? 
  • A comprehensive programme of PHSCE is taught across school.
  • Peer mediation, small group support and individual mentoring is offered.
  • The pastoral team is extensive and meets weekly to consider the needs of every child deemed to be vulnerable.
  • Teachers are required to consider the ECM checklist termly.
  • Concerns are logged onto our information management system.
  • Bespoke programmes of nurture and 1-1 support assist pupils for whom school is a cause of anxiety. This includes the provision of separate facilities at lunchtime and playtime if necessary.
What kind of behavioural interventions do you use? 
  • The school excludes as an action of last resort only.
  • There is a comprehensive and agreed behaviour policy and protocol in place. Pupils are internally excluded and supported to address behaviour concerns through nurture.
  • The school has brokered a ‘Rainbow respite’ protocol across its neighbouring schools to allow for TA supported based off site education, thus avoiding the need for exclusion.
  • Multi agency support is brokered to help families and school work together to support inclusion.
How do you ensure learners with SEND are included in non-classroom based activities? 

Bespoke access arrangements are made with families to ensure that trips , visitors and other experiences are fully inclusive.

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

Breakfast Clubs and After School Clubs.

Holiday Clubs - Easter club, holiday club in partnership with SWFC.

How do you consult with and involve learners in their education? 
  • The schools use a range of ways to communicate with families including text message, email, log books, target cards and reports. There is daily open family learning time from 08.40-9am.
  • Structured conversations are planned for all families with children on our SEN register at least twice a year.
  • Children and families are invited to termly parents evening. Targets are shared widely.
  • Family learning events support regular family learning time.
  • Teachers, the mentors and our TAs support pupils to contribute to their IEPs, targets and to review their learning. This is done in an age appropriate manner.
Do you have an online prospectus? Are there open days for families and learners? 

The school has a web site. We hold open evenings and family afternoons throughout the year.

Do you offer outreach to home educating families? 
  • The school runs a Saturday school provision for pupils in Y5 and Y6.
  • A wide range of activities are on offer including sports, family learning, arts and craft both during the day and beyond the school day until 4pm.
  • Booster and 1-1 tuition provision is offered to pupils in Y2 and Y6 to prepare them for SATs.

Last Updated
28/09/2017
Keywords
school nursery, childcare, special educational needs, special needs, learning disability, learning disabilities
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