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Brook House Junior School

Who to contact

Telephone
0114 2487754
E-mail
headteacher@brookhouse.sheffield.sch.uk
Website
school website
Notes

Mainstream

3 class entry

Year 3 – Year 6


Where to go

Name
Brook House Junior School
Address
School Road
Beighton
Sheffield
Postcode
S20 1WA

Inclusion Information

Wheelchair Access
No
Wheelchair access details
Not fully wheelchair accessible – short flight of stairs down to a lower floor within one building.
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Down's Syndrome
ADD/ADHD
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
7 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Kay Monton, Childminder  Jill Carruthers, Childminder  Elinor Halliday, Childminder  Stephanie Groves, Childminder 

DISCLAIMER: Brook House Junior 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

Mainstream

3 class entry

Year 3 – Year 6

Contact Name
Mr M Hinchliffe - Head teacher
Contact Telephone
0114 2487754
Contact Email
headteacher@brookhouse.sheffield.sch.uk
Links
School Inspection Report
School website
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 

Pupils on roll: 331
Average Class: 28

How does the setting identify learners with SEN? 
  • Assessments through Sheffield Wide Services:
  • Speech and Language Service.
  • Learning Support Service.
  • Educational Psychology Service.
  • Close school monitoring each half term.
  • Consultation with parents.
Is your setting physically accessible to all learners? 
  • Not fully wheelchair accessible – short flight of stairs down to a lower floor within one building.
  • There have been no special improvements for a special auditory or visual environment.
  • Visual timetable are used for individual pupils when required.
  • One disabled toilet on the lower floor.
  • The playground is fully secure with fencing around the perimeter.
  • There have been no special improvements for a safe/quiet area.
  • All pupils eat in the main dining hall.
How does your setting adapt the curriculum for learners with SEND? 
  • Class teachers/SENCO oversees education programmes for learners with SEND – guided by recommendations from outside agencies.
  • All lessons are differentiated to suit the needs of all pupils.
  • The school will endeavor to make reasonable adjustments to suit individual needs.
  • The school provides a range of interventions to suit the needs and requirements of all pupils.
What training have your staff received to support learners with SEND? 
  • The staff have received training through the Family of Schools (FOS) such as:
  • Autism training
  • Behaviour Management
  • Dyslexia training
  • All classes are provided with SEN files; highlighting pupils with SEN.
  • Specialist expertise is requested when required.
  • All staff are first aid trained.
How do you communicate with and involve families? 
  • Parent communication is provided through: text, newsletters, school website, parents’ evenings and home-school diaries when required by individuals.
  • Parents of pupils with SEN are invited to SEN reviews during the Autumn and Summer term plus Annual Reviews for Statemented Pupils.
  • The Family of Schools offer a varied programme for parent training and learning events in relation to SEN.
  • An SEN group for parents is available through the Family of Schools (details on the FOS website).
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • School Pupil tracking system for all pupils.
  • Half termly pupil progress meetings with all class teachers and Head teacher.
  • Half termly meeting with the FOS SEN group.
What support do you provide for the learners' overall wellbeing? 
  • SEAL (Social, Emotional, Aspects of Learning) is taught in school which addresses awareness of disabilities, friendship, behaviour, feelings and overall wellbeing.
  • Liaison with Inclusion Support within the MAST team for vulnerable or anxious pupils when required.
What kind of behavioural interventions do you use? 
  • The school provides a time-out area over lunchtime periods to discuss behaviour with relevant pupils.
  • Involvement of parents in extreme cases.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Additional adult support is provided for non-classroom activities. Parents are invited to attend activities and accompany pupils on trips if required.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

After School Club

How do you consult with and involve learners in their education? 
  • Pupil questionnaires.
  • School Council meetings followed by class discussions.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Family of Schools transition package in place.
  • Additional transition visits arranged for vulnerable/SEN pupils.
  • Visits for pupils to meet their new class teacher during the summer term.
  • Classes are usually mixed up from Year 3 – Year 4 and when required.
  • All Y6 pupils move to mainstream secondary education. Only 1 child has moved to specialist provision in the past.

 

Do you have an online prospectus? Are there open days for families and learners? 
  • The school provides an online prospectus.
  • The school has provided open afternoons for parents/family to engage with pupil learning.

Last Updated
28/09/2018
Keywords
school, managing ADHD, SEN, SEND, Disability, Disabilties, additional support, education
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