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All Saints Catholic High School - Integrated Resource

Summary
All Saints has a fully integrated eight place resource for students with physical disabilities. These students are admitted to the school via the Local Authority and have an Educational Health and Care Plan which recommends this type of provision. Students who hold an IR place are taught within the mainstream classroom setting.


Description

As a Christian community we adhere to Gospel Values as the foundation for all that we do. We celebrate the cultural and religious diversity of our students and staff and thrive on our shared ethos which has, at its centre, love for one another.

All Saints is a mainstream Catholic Secondary Academy with a sixth form (11-18 years)

 


Who to contact

Contact Name
Mr J Prosser
Contact Position
SENDCo
Telephone
0114 2724851
E-mail
SENCo@allsaintslearning.co.uk
Website
All Saints Catholic Academy
Twitter
https://twitter.com/aschssheffield?lang=en
Parent Organisation

Where to go

Name
All Saints Catholic Academy
Address
Granville Road
Sheffield
South Yorkshire
Postcode
S2 2RJ
Notes

Our school is a family where we support, challenge and care for one another. We have the highest expectations of students and staff alike, in every area of school. Positive behaviour and relationships and a positive approach to learning are seen as essential ingredients in ensuring well being and academic success for all. Our school is an environment where students feel safe, cared for and confident to express themselves, form strong relationships and embrace all the opportunities our school offers them.

We are extremely proud of our dedicated team of staff and of the high quality of teaching and pastoral care which results in excellent relationships formed between staff and students based on mutual respect and care for one another. Our personalised curriculum offers breadth, depth and opportunities for all students to engage and succeed whilst extensive extracurricular provision, enhanced by superb facilities, ensures daily enrichment for all. Staff and students are on the learning journey together here at All Saints where we all strive continuously for excellence and to be the best that we can be.

 


When is it on?

Time / Date Details
Open Monday to Friday 8am - 4pm term time dates
Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
All areas of the school are wheelchair accessible
Cater for special dietary requirements
Yes
Dietary needs catered for
Nut allergy
Vegan
Vegetarian
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities
No

Other Details

Referral required
No
Age Range
11 years to 18 years
Facilities
  • Parking
  • Disabled Facilities
  • Secure setting
  • Catering facilities
  • ICT Facilities
  • Visual aids

Local Offer

Description

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction,
  • Cognition and learning,
  • Social, emotional and mental health difficulties,
  • Sensory and/or physical needs.

All Saints has a fully integrated, eight place, resource for students with physical disabilities. Teaching for students takes place entirely in the mainstream classrooms.

Contact Name
Mr J Prosser
Contact Telephone
0114 2724851
Contact Email
j.prosser@allsaintslearning.co.uk
Links
Ofsted report
School Website
SEN Information Report 2019-20
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type
Specialist

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 

We are not a specialist settting.

Please state the number of pupils on your roll and your average class size 

1411 pupils including  387 in the 6th Form

Class sizes in Year 7 and 8 have at least 30 students each

Class sizes in Year 9, 10 and 11 may exceed this size

Sixth form class sizes are dependent on options 

How does the setting identify learners with SEN? 

A student may be identified as having SEN at any stage during his/her education.  This may be a long term difficulty requiring continuing support or a short term difficulty requiring a specific and limited intervention.

Pupil profiles are available for staff on the school’s Virtual Learning Environment (VLE).  These give a detailed profile of need and recommended strategies.  Assessment information and recommendations are available to all staff to inform planning and teaching.

 Information is gathered from a range of sources and professionals to help the school to understand a student’s particular needs.  For example:

  • Information and data from primary or previous school
  • Information from pupil/parents/carers
  • Information from staff (teachers and teaching assistants)
  • Screening tests
  • Diagnostic tests
  • Specialist assessments
  • Outside agencies
Is your setting physically accessible to all learners? 
  • All areas of the school are wheelchair accessible
  • There is lift access to all floors of the school.
  • Ramps are present as required.
  • Disabled toilet facilities are available as well as a fully equipped hygiene room.
  • Support is available for vulnerable students before school, at break and lunchtime
  • Staff trained in moving and handling procedures
  • Liaison with the Occupational and Physiotherapy Services.
  • Application is made to the business manager or SENDco for specialist equipment if needed
How does your setting adapt the curriculum for learners with SEND? 
  • All teachers are expected to teach students with SEN as necessary.
  • Every reasonable adjustment is made to ensure every learner is included in all aspects of learning.
  • Staff are provided with profiles of SEN students in their class and work is planned accordingly.
  • For core subjects, students may be set by ability. Some learners, in Key Stage 4, with SEN may be taught in small groups in the core subjects - English, maths, science and RE.
  • Alternative courses/qualifications such as ASDAN and Entry Level courses are part of the school’s provision where appropriate.
  • Equipment, such as laptops are available to assist students to access the curriculum.
  • Lexia and Numicon are used with identified students.
  • In addition, the Student Support Department provides a range of interventions:  SEAL, Anger Management, Counselling, Behaviour Support.
What training have your staff received to support learners with SEND? 

Continuing Professional Development (CPD) sessions are planned each term and are available to all staff to develop their understanding of a range of needs.  In house and external agencies deliver this training. The learning support department does have s small number of specialist teaching assistants. Learning Assessments are completed for identified students and are available on the VLE. The SENCO is a qualified teacher working and a member of the Leadership Team. Teaching Assistants are encouraged to undertake training and qualifications to enhance their knowledge and good practice. All staff are offered essential training for managing medical conditions, allergies, asthma, epilepsy, diabetes, ADHD.

A number of Teaching Assistants are trained in:

  • Moving and Handling of Children
  • Pediatric feeding.
  • PEG feeding
  • Oral and Nasopharyngeal suction

 Speech and Language Therapy is a bought in service available for identified students

  • The Educational psychologist visits and provides support for pupils, staff and parents
  • Autism service provide advice and support
  • Hearing Impaired Service provide advice and support
  • Visually Impaired Service provide advice and support
  • Referrals are made to MAST as necessary
  • Links with professionals from CAMHS, Ryegate, Social Care
How do you communicate with and involve families? 

Communication with parents is available in  many different forms:

  • Website
  • Telephone
  • School parent app called MyEd
  • Email
  • Texts and Tweets
  • Meetings
  • Cycle data including Interim and End of Year Report
  • Year group parents’ evenings
  • EAL co-ordinator can arrange for interpreters if necessary
  • Option evenings
  • House system includes form tutor and House progress leader contact
  • Subject tutor contact
  • Multi-professional Annual Reviews – parents are invited to contribute their views verbally and in writing
  • SEND Manager, SENDCo and Learning Support Manager available for meetings re Learning Support and individual needs
  • Home/school book for pupils with more complex needs
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Whole school tracking data by teachers, departmental leaders and SENCO review the progress made and interventions are put in place or reviewed. Intervention programmes are monitored and reviewed at least termly. Review meetings are held at least annually for students with a Statement of Special Needs in accordance with the Code of Practice. Classroom observations, Learning Walks and book scrutinies form part of the process of evaluating the provision for students with SEND.

What support do you provide for the learners' overall wellbeing? 

Students are supported by the form tutor and House progress leaders.  In addition, the Learning Support Department support students who have social and emotional issues of students with SEN. Social skills training and social stories are undertaken if necessary. Student Support Department also offer SEAL programmes and support for anxious students. The Chaplaincy Co-ordinator provides additional support for students' emotional needs. Rainbows programme is offered to identified students. School counsellors offer support as requested. Liaison with outside agencies for advice and support. Support is available at lunchtime with social times and in the dining room for identified students.

What kind of behavioural interventions do you use? 

Behaviour Support Teamwork with individuals and groups of students with identified needs. There is a behaviour for learning policy with rewards and sanctions. Heads of House and Form Tutors provide support and guidance. Liaison with outside agencies to provide support, advice, and intervention. Rewards for 100% attendance and achievement.

How do you ensure learners with SEND are included in non-classroom based activities? 

Every student is encouraged to take part in all school activities including residential visits.  All reasonable adjustments are made to ensure that trips are accessible for all students. Special provision and arrangements such as transport are put in place. Risk assessments are completed prior to any off site visit in conjunction with parents. Participation in the Links Programme and Disability Sports Programme.

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Homework Club
  • Sports Club
How do you consult with and involve learners in their education? 
  • All students are encouraged to complete a survey. The analysis and actions are shared with relevant staff. Support is provided for all students to complete this.
  • In the classroom pupils use self and peer assessment and respond to the feedback from teachers on Key Assessed Pieces and other assessments.
  • All students contribute to their end of term report and contribute to their own future target setting.
  • At Annual Reviews and other review meetings students are encouraged to participate and contribute to the meeting.
Do you have an online prospectus? Are there open days for families and learners? 
  • Website is updated regularly
  • Open morning for Year 6 and Year 12 pupils and parents in the Autumn term.
  • Prospective parents and pupils are welcome to visit by appointment
Do you offer outreach to home educating families? 

We currently have no students who are educated at home. Any future cases will be assessed according to the circumstances. 

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

Please see our SEND report on our website


Last Updated
12/10/2020
Keywords
Schools; Additional Support; SENCO; Learning Disabilities, Special Educational Needs
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