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Meersbrook Bank Primary School

Summary
Our school was built in 1894 and whilst the building retains much of its quirky, Victorian splendour, it has established itself as a warm, friendly school, with inclusion and achievement of all children at its heart.


Description
Our school ethos and visions are the driving force for all we do.  The school has a very strong team ethos, with parents and carers, children, staff, governors and members of our community working together to ensure all our children experience the joy of learning and achieve the highest possible academic, social and creative standards.  We are fortunate in serving a diverse community with many cultures and languages represented, and one of our main priorities is to ensure all our children benefit from this rich learning environment.

Who to contact

Contact Name
Rachel Edwards
Contact Position
Headteacher
Telephone
0114 2814423
E-mail
enquiries@meersbrookbank.sheffield.sch.uk
Website
Meersbrook Bank Primary School

Where to go

Address
Meersbrook Bank Primary School
Derbyshire Lane
Sheffield
Postcode
S8 9EH

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
The building is over two sites and is only partially accessible by wheelchair
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
ADD/ADHD
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Elaine Warrington, Childminder  Meersbrook Park After School Club  Sharon Moore, Childminder  Scallywags Holiday Club 

DISCLAIMER: Meersbrook Bank 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

Description
  • Nursery unit with up to 26 full time equivalent places morning and afternoon.
  • Primary school with one class per year group.
Contact Name
Anne Hinchliffe
Contact Telephone
0114 2814423
Contact Email
hinchliffea@meersbrookbank.sheffield.sch.uk
Links
Meersbrook Bank Primary School
Meersbrook Bank 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 
  • Average class size - 30
  • Pupils on roll - 204
How does the setting identify learners with SEN? 
  • Teacher/support staff identify needs thereafter refer children for specialist assessment and/or external professionals
Is your setting physically accessible to all learners? 
  • The building is over 2 sites and not fully wheelchair accessible.
  • Visual timetables and rebus symbols are used.
  • A disabled toilet is accessed from the playground via a slope.
  • The playground is secure with fencing and an intercom system/camera for visitors managed by the office staff.
  • Ground floor room for meeting and learning purposes with a telephone system in place.
How does your setting adapt the curriculum for learners with SEND? 
  • Learning differentiated to support individual needs.
  • Termly structured conversations with parents/SENCO to review progress and set targets
  • Interventions for pupils as appropriate
  • Resources to support learning e.g. visual aids
What training have your staff received to support learners with SEND? 
  • On-going staff development from SENCO/outside agencies as appropriate.
  • Use of specialist support as needed e.g. educational psychologist, learning support, Multi Agency Support Teams
  • Several staff trained in specific interventions e.g. dyslexia, multi-sensory, social skills, LEAP, Makaton etc
  • Staff administer medicines in conjunction with support/advice from external agencies e.g. diabetes (insulin).
  •  Training renewed with medical professionals annually and new staff starters.            
How do you communicate with and involve families? 
  • Regular newsletters home
  • Structured conversations termly
  • Parents evenings termly
  • Family Learning workshops
  • Maths/Literacy parent workshops
  • Translator service as required
  • Liaison with feeder Secondary Schools, SENCO and parents
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • On-going monitoring e.g. observations/learning walks etc
  • School development plan priorities
  • Analysing internal data and comparing to national averages
  • Work with other schools to compare data and work on key priorities
  • Work closely with feeder school and pass on transition information
What support do you provide for the learners' overall wellbeing? 
  • Assemblies/circle time/curriculum used to discuss differences and what makes us special to include disability awareness.
  • Playground Buddies support children and try to involve them in games.
  • Clubs at lunchtime include structured support e.g. reading buddies
  • Regular meetings with parents if there are issues identified.
  • Staff made aware of any specific issues so they can support the child
  • Interventions used as appropriate e.g. social skills
What kind of behavioural interventions do you use? 
  • Several staff trained on positive handling
  • Whole school ‘Good to be Green’ behaviour system
  • Weekly awards and affirmations of success including: star of the week, Headteacher tea party, golden table and bronze/silver/gold cards
  • Individual behaviour strategies/systems for vulnerable children
  • Support staff work 1:1 with children or in targeted groups e.g. if statement for behaviour
  • Positive handling used as final resort if extreme behaviour
  • Outside agencies used as required to support with specific needs e.g. Inclusion service, Multi Agency Support Teams.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • All children access trips/activities.
  • Risk assess events and put appropriate supervision/support in place to address specific needs.
  • Parents are involved in this process e.g. involved in planning for child’s specific needs on Y6 residential trip
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

The setting offers after school clubs

How do you consult with and involve learners in their education? 
  • Regular surveys e.g. parent/pupil questionnaires
  • School and class councils
  • Structured conversations – seek pupil and parents’ views
  • On-going informal communication
Do you have an online prospectus? Are there open days for families and learners? 
  • Online prospectus available

Last Updated
19/09/2019
Keywords
Primary, School, Meersbrook, SENCO, education, Foundation stage, key stage 1 & 2
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