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Broomhill Infant School

Who to contact

Telephone
0114 2660936
E-mail
enquiries@broomhill.sheffield.sch.uk
Website
school website

Where to go

Name
Broomhill Infant School
Address
Beech Hill Road
Sheffield
Postcode
S10 2SA

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
limited access for wheelchairs
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Down's Syndrome
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Moderate Learning Difficulty
Cerebral Palsy
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
4 years to 7 years
Facilities
  • Secure setting
  • Visual aids

Local Offer

Description

We are a small school with a total of 120 children from Reception (FS2) to Year 2. Each year group has 40 children. We have 4 classes to accommodate all children – Reception class, Reception/Year 1  class, Year 1/Year 2 class and a Year 2 class. Due to infant class size legislation there are 30 children in each class.

Contact Name
Gillian Briggs
Contact Telephone
0114 2660936
Contact Email
enquiries@broomhill.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

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

Being a Foundation School the Governing Body are the admissions authority. Our admissions criteria is as follows:

  1. Children in public care - LAC children
  2. Sibling at Broomhill Infant School. In addition, the attendance of an older sibling at our linked junior school (Nether Green Junior) will be included
  3. Proximity of child’s ordinary place of residence to school – those living nearer being accorded the higher priority

Should any child have a statement of SEN that names Broomhill Infant School on their statement they will be offered a place.

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

120 on roll – 30 children in each class.

How does the setting identify learners with SEN? 
  • We monitor children’s performance closely and offer a range of interventions within school. Should the need arise we contact external specialists for more advice and support. We also use the Every Child Matters (ECM) agenda to ensure all children are achieving to their full potential.
Is your setting physically accessible to all learners? 
  • The school was opened in 1872 and is a typical Victorian building. There are 2 floors with the first floor accessed via a staircase. The downstairs is easily accessible for wheelchair users but not the first floor which consists of 2 classrooms and the school hall. We do not have a disabled toilet. The school has 2 playgrounds with access between the 2 via a single door and one step. We also have a wildlife garden which is accessed via a gate with a slope and steps leading down. The garden in its nature is not flat and has steps and slopes throughout. It would not be easily accessible for a wheelchair user. All playgrounds and the garden have either a wall or fence around it with access via a secure gate.
  • We have a high number of children with statements of SEN. We support these children in many different ways – some children require 1 to 1 support or additional support through small group work, some children require specific resources to be able to access their learning, some children require adult support during lunchtime. We use visual timetables for children who it will benefit. Due to the nature of the building, there is very little additional space for quiet time.
How does your setting adapt the curriculum for learners with SEND? 
  • The class teacher is primarily responsible for meeting the needs of all the learners in their class. Where a child requires additional support, the SENCO is available to liaise with external specialists if require and oversee the provision required.  For a small number of children, additional support staff are available to support 1 to 1, 1 to 2 and small groups of children with high needs. The curriculum is differentiated to meet the needs of all learners and we respond to the needs of all children as far as possible. Interventions include support in reading, writing and maths, social groups, gross motor and fine motor skills.
What training have your staff received to support learners with SEND? 
  • All staff receive regular training in areas of need – Makaton, Team Teach, Speech and Language, Communicate in Print etc. We ensure that staff who are supporting particular children with specific needs, have the appropriate training to support that child. Teaching Assistants work closely with teachers so that in the event of absence, someone who know the children well is on hand. Visiting staff are briefed as to the nature of any children with SEND.
  • We take advice from Educational Psychologists, Learning Support, Speech and Language, Autism Team and other specialists as and when required.
  • All staff have a duty of care to all children. Should children require personal care (e.g nappy changing) 2 members of staff will work together to do this. There are named staff trained to administer medicines.
How do you communicate with and involve families? 
  • School communicates to parents in a variety of ways. Letters are sent via email – should any parent not have an email address, hard copies are sent home with the child. Teacher to Parent is also used to email and text parents. Parents evenings are held termly, however teaching staff are available should parents need to talk in the morning and after school.
  • Termly reviews are held for all children with an Individual Education Plan (IEP) or a statement. Parents are invited to attend where their targets are reviewed and new ones set. Every class is provision mapped to identify the needs – i.e SEN, EAL  - so that the right support can be put in place.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The progress of all children is monitored termly with vulnerable groups half termly. Interventions are monitored for their impact half termly. If a particular intervention is unsuccessful the school will act.
What support do you provide for the learners' overall wellbeing? 
  • Every teacher uses the Every Child Matters checklist for every child in their class. The Teaching Assistants support children who are vulnerable in class and also who are struggling to make friends. Our school councillors have developed a ‘Friendship Stop’ during playtimes and help and support the children who use it. During playtimes and lunchtime, ‘Wobble Workshop’ a gross motor intervention programme is run by a TA to not only support children who have gross motor concerns but for children who need support socialising with their peers.
What kind of behavioural interventions do you use? 
  • We have a whole school and consistent approach to positive behaviour. We have reward systems in place to support our school ‘Golden Rules’. We develop children’s ability to be lifelong learners through the 8 Secrets of Success: Try new things, work hard, concentrate, push yourself, imagine, improve, understand others and don’t give up. This is embedded into our school curriculum.
  • We actively encourage good attendance and celebrate good attendance termly. Every week children receive stickers for punctuality.
  • All staff have had Team Teach training. We work very closely with parents.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • We aim to make all of our activities available for all our learners. Identified parents/carers are involved in the planning of trips. We make it very clear if parental support is needed for certain activities and visits.

 

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

Breakfast Club

After School Club

How do you consult with and involve learners in their education? 
  • Children are involved in all stages of their learning through discussion with teachers in class. Children with SEN have their views communicated at termly review meetings. If children need support to do this, their support assistant will help.
How do you prepare learners with SEND to progress to, from and within your setting? 
  •  Additional transition visits are offered to those children who require it at whatever stage of transition. We invite the Y3 SENCO’s to our Year 2 end of year reviews and our school SENCO attends any review meetings for new reception starters. We send our Year 3’s to many different junior/primary schools and we also receive from as many as 12 different nurseries. We try to take account of friendships when moving children to new schools or creating new reception classes. However, this can be difficult to do due to the number of different settings we send to and receive from.
Do you have an online prospectus? Are there open days for families and learners? 
  • We have an open day in October for prospective reception starters. This is advertised on our website and on a banner outside school. In addition to this, we have 6 further half day open days for parents to visit school. These too are advertised on our website.
Does your setting offer any additional services for learners with SEND? 
  • Recently, a group of Broomhill parents have set up a support group for parents who have children with SEN – BiiG (Broomhill Infant Inclusion Group). They meet on a regular basis, half termly, to discuss SEN issues and support. The Head Teacher and SENCO attend as and when possible.

Last Updated
25/06/2018
Keywords
schools, additional support, SEND, SEN, Disability, Disabilities
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