Skip to main content

Marlcliffe Primary School

Who to contact

Contact Name
Alison Mann
Contact Position
Headteacher
E-mail
enquiries@marlcliffe.sheffield.sch.uk
Website
Marlcliffe Primary School

Where to go

Address
Marlcliffe Primary School
Marlcliffe Road
Sheffield
Postcode
S6 4AJ

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
The setting is only partially accessible by wheelchair
Supports special needs and disabilities
Yes
Special needs and disabilities details
Speech, Language & Communication needs
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
Providers who offer pickups from this setting
Patricia Leafe, Childminder April Parker - Little Stars, Childminder Joanne Belk-Hodkinson, Childminder

DISCLAIMER: Marlcliffe 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

Marlcliffe is a mainstream school with over 500 children on role.

We have 18 classes of 30 children.

Contact Name
Mrs K Cashmore
Contact Telephone
0114 2344329
Contact Email
enquiries@marlcliffe.sheffield.sch.uk
Links
Marlcliffe Primary School
Marlcliffe Primary School Ofsted Report
Marlcliffe Primary School information including policies
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 

513 on roll with average classes of 30

How does the setting identify learners with SEN? 

Class teachers identify initial concerns through ongoing assessments.

Adjustments will be made where possible to teaching.

If further assessment is required the SENCo will become involved.

A small number of children will be referred to outside agencies for further assessment.

Is your setting physically accessible to all learners? 

Marlcliffe has two main buildings, with the ground floors of one building accessible by ramps. The main teaching building has three floors and no lift.

There is one disabled toilet located on the ground floor of the main building.

We have not made improvements in the auditory and visual environment yet.

The school is surrounded by a fence.

 We have no additional, quiet spaces in school but there is a lunchtime club for vulnerable pupils; some children have eaten separately when needed.

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

The class teacher will plan and oversee the education programme for SEND pupils.

Every class teacher differentiates their lessons at least three ways with reasonable adjustments being made where possible for pupils with SEND.

We offer Social Skills groups to vulnerable pupils

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

Relevant staff are informed about a learner’s needs by the class teacher and through the writing of a plan, if this is necessary.

We access specialist expertise when it is needed. Staff have been trained by the school nurse when this has been needed.

How do you communicate with and involve families? 
  • We communicate with parents through the use of parent mail, planners in Key Stage 2 and parent evenings.
  • Any plans that are written for individual pupils are shared with parents at parents’ evenings or in review meetings.
  • Targets are reviewed termly.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Pupil progress meetings are carried out termly where the progress made by every pupil is discussed.

If it is felt that a pupil has not made the progress they are capable of, a plan will be made, for example, interventions may be put in place and carried out to enable progress to be made. Senior staff use accurate data to monitor the progress and attainment of all groups including those with SEND.

What support do you provide for the learners' overall wellbeing? 
  • Our school teaches about disability awareness and social, emotional well being through our delivery of SEAL in P.S.H.E. lessons.
  • Assemblies are also used to promote understanding and awareness.
  • We have lunchtime groups for children who need help during unstructured times.
  • We have staff that act as mentors for children with anxieties about school.
What kind of behavioural interventions do you use? 
  • We have a very clear, school behaviour policy which is followed by all staff.
  • There is part time Learning Mentor support for children with behavioural difficulties.
  • Incentives and rewards systems are used throughout school.
  • Extreme behaviour is dealt with through parental support, internal and as a last resort external exclusion.
  • Key staff are trained in Team Teach, a positive handling approach.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • The school works hard to be inclusive and tries to adapt activities so that all children can participate.
  • Parental advice would be sought as and when necessary re trips.
  • Additional members of staff go on trips to support individual children if needed.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

The setting offers a breakfast club, after school clubs and a partial holiday club

How do you consult with and involve learners in their education? 
  • Pupils contribute their views through School Council and pupil questionnaires.
  • Teachers consult them about their views on lessons.
  • Circle time gives children the opportunity to explore concerns.
  • Children experiencing more complex problems will have access to the Learning Mentor and small group or 1-1 discussions.
  • Children know and use their individual learning targets which they have discussed with their class teacher.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Children are visited in their pre-school settings prior to starting school.
  • There are transition afternoons within school when children move from class to class.
  • We mix our classes each year, taking in to account friendship groups wherever possible. Transition to Secondary is carried out in conjunction with the Secondary school’s staff, often involving extra visits for vulnerable students.
Do you have an online prospectus? Are there open days for families and learners? 
  • All the information that was in our prospectus is now available on the school website. (About our School)
  • We hold open evenings for prospective parents for our Reception classes.
  • We are always happy to show parents and children around our school.

Last Updated
14/11/2017
Keywords
Primary, school, Marlcliffe, SENCO, education, qualification, foundation stage
Back to top Contact US
Powered by Open Objects © Open Objects Software Limited