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Ballifield Primary School

Who to contact

Telephone
0114 2697557
E-mail
enquiries@ballifield.sheffield.sch.uk
Website
School Website
Notes

This school is a larger-than-average-sized primary school. The proportion of pupils known to be eligible for free school meals is below average. Most pupils are from White British backgrounds and few are at the early stages of learning English as an additional language. The percentage of disabled pupils and those who have special educational needs is below average. The school meets the current floor standard. The school has achieved Investors in People and Healthy School status. It also has the Activemark and Leading Parent Partnership awards. The headteacher joined the school in 2008.


Where to go

Name
Ballifield Primary School
Address
Handsworth Grange Road
Handsworth
Sheffield
South Yorkshire
Postcode
S13 9HH

When is it on?

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

Inclusion Information

Wheelchair Access
No
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
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
Andrea Bownes, Childminder  Jill Marie Middleton, Childminder 

DISCLAIMER: Ballifield 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

This school is a larger-than-average-sized primary school. The proportion of pupils known to be eligible for free school meals is below average. Most pupils are from White British backgrounds and few are at the early stages of learning English as an additional language. The percentage of disabled pupils and those who have special educational needs is below average. The school meets the current floor standard. The school has achieved Investors in People and Healthy School status. It also has the Activemark and Leading Parent Partnership awards. The headteacher joined the school in 2008.

Contact Name
Clare Roddis
Contact Telephone
0114 2697557
Contact Email
croddis@ballifield.sheffield.sch.uk
Links
School Prospectus
OFSTED Report March 2012
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 

Number of pupils on roll: 494

Average class size: 30 Nursery has 39 places (am and pm)

How does the setting identify learners with SEN? 

We have termly pupil progress meetings with class teacher, head teacher and SENCO where children who are not making expected progress are highlighted and interventions or additional support are allocated depending on need.  In addition targeted children are included in teachers Appraisal objectives.  We have several members of staff who are able to screen children for specific difficulties such as Dyslexia and Dyscalculia.  If after reviewing with parents we feel that the children require additional assessments we will refer to external professionals such as Learning Support Service, Autism Team, Educational Psychologist, Speech and Language Therapy service and MAST.

Is your setting physically accessible to all learners? 

The local authority is aware of the schools problematic multi-level design.  The Senior Leadership Team (SLT) and governors have implemented a DDA plan as far as possible.  However the majority of the site remains inaccessible to children and adults with mobility difficulties.  This has been endorsed by architects deployed by the local authority. 

Visual timetables are used throughout school from Foundation stage to key stage 2. 

We have disabled toilet facilities in school.

We have a Nurture group which runs both morning and afternoon sessions to help children with emotional and social difficulties.  We also have various interventions that run every afternoon such as FFT, Hi 5, first class @ math, plus bespoke interventions aimed at helping children with poor phonic skills and those not making expected progress in maths and English.  Through advice from speech and language and other professionals we have secured equipment through the school loans service to help our SEN pupils such as iPads and laptops.  A SEN budget is allocated each year to enable the SENCO to buy additional resources and equipment. 

The school site is fully secure with fences around all outside areas; gates are locked once the children are in school and reopened at the end of the day. 

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

Class teachers are responsible for planning and writing Individual Education plans for the children in their class, this is overseen by the SENCO who holds reviews with class teachers and parents on a regular basis to ensure the plans are used and targets are met. 

The class teachers are also responsible for differentiation in their lessons which should be clearly shown on planning.  The SENCO regularly monitors planning to ensure this is done and reports back to SLT and staff if there are any issues. 

If some children are finding the routines in school hard to cope with we will adapt as much as possible to enable the child to feel happy and secure in school, for example we have allowed children to go to dinners early to avoid the rush and noise that may occur later in the dinner hour. 

We have a Nurture group that runs 5 mornings and 4 afternoons a week which supports children with emotional and social difficulties.  We also have staff in school that are trained in social interventions such as circle of friends and social stories.

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

Staff in school have received various training in order to support learners with SEND, this has included training to deliver interventions , specific training on difficulties such as dyslexia, autism and speech and language impairments, Nurture training and health issues such as epi pens.  Care plans for children with health needs are displayed in the staff room so that all staff are aware of any difficulties these are also passed on to relevant teachers.  Staff always leave detailed information for supply teachers regarding pupil’s needs.  We access specialist expertise from outside agencies such as the Autism Team, Speech and Language, MAST and the school nurse.  Some staff are trained in the administration of medicines and due to the difficulties of some of our children some staff members have been trained in specific medical issues and personal care such as lifting and handling. 

How do you communicate with and involve families? 

A home school diary is used across the school from Foundation stage to year 6.  We have parents evenings once a term where the parents have an allocated individual slot with their child’s class teacher. 

Termly reviews are held with parents of all children on the SEN register and specific reviews are held at least twice a year with parents, class teacher and SENCO.  During the reviews previous targets are evaluated and discussed and new targets are set.  For parents with English as an additional language or for those with hearing impairments interpreters have been used to allow the reviews and parents evenings to go ahead as normal. 

There is an open door policy throughout school which is enhanced by regular social events organised by a well-established PTA.  During residential visits blogs are well used and appreciated.  We also have a text facility set up to all parents.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Termly pupil progress meetings are held between the class teacher, head teacher and SENCO where the progress of each pupil in the class is discussed and any additional support is allocated and evaluated. 

High quality reports evaluating the impact of interventions are received by governors each term, as well as regular reports on FSM6 funding effectiveness. Regular lesson observations are carried out each term as well as work scrutiny and monitoring of planning by phase and subject leaders. 

Benchmarking and moderation takes place across the family of schools.  The school improvement partner provides an external view of progress with school improvement planning and its impact on all groups.

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

The Nurture group provides high quality tiered support for pupils with social and emotional difficulties, including supporting children through exit strategies to join the mainstream class.  Boxall profiles are used to assess children on entry to the group and at regular intervals during their time in the group. 

The children are given targets and individual support based on the outcomes of the Boxall profile.  A school priority has focused on all aspects of diversity which is at the heart of the school vision statement.  Disability awareness is covered in PSHE, circle time, use of persona dolls, assemblies and SMCE curriculum.  For example Paralympic sports are included in sports day.  Peer mediation, conflict resolution, circle of friends, cross phase playground friends and friendship chair are all approaches that are well established in school. 

A range of strategies are used for anxious children ranging from light touch mentoring to use of external agencies.

What kind of behavioural interventions do you use? 

School implements a whole school behaviour policy which involves a good to be green scheme.  In addition to this each class has tailored class rules and codes of conduct with clear rewards and sanctions that are agreed with all the children at the beginning of the school year. 

For children who exhibit more extreme behaviour specific plans and interventions are put into place, such as Personal Support Plans (PSPs) and inclusion in the Nurture group.  In these cases outside agencies are involved such as MAST and the engagement in learning team.  If this is the case regular Team Around the Child (TAC) and Team Around the Family (TAF) meetings are held. 

Attendance initiatives are also in place such as weekly class attendance awards and 100% attendance rewards at the end of the year.  We have a consistent approach across the family of schools including our policy on granting term time leave and imposing fines on parents who do take their children out of school.

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

When planning non classroom based activities staff are always aware of the needs of all the children and choose the venue for the trip with all children in mind. 

Thorough risk assessments are carried out before any out of class activity.  All staff use the evolve system to plan and approve trips which includes detailing all activities and full risk assessment for each part of it. 

Ratios of adults to children are always adhered to with additional adults involved if children with specific needs are included in the activity.  Parents and carers are always consulted several weeks before an activity is due to take place and are invited to speak to staff if they are concerned about any element of the activity/trip. 

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

Breakfast Club; After School Club; Holiday Club

How do you consult with and involve learners in their education? 

We have a very active school council which has at least 2 children from each year group representing their class. 

They meet on a regular basis and are able to raise any issues that they or their class feel are important.  The school councillor’s then feedback their discussions to their year group and discuss ways forward. 

All lessons are planned with pupil voice in mind at all times.  Children are encouraged to talk about their learning and are helped to do so with good use of talk partners. 

All adults in school are seen as advocates for the children and this is made clear to children through discussions in lessons and assemblies.

How do you prepare learners with SEND to progress to, from and within your setting? 

The school prospectus is available on the school website.  We do not offer open days although we have new starters meetings for all pupils joining our foundation stage and specific meetings in school for any children joining from another setting.

Do you have an online prospectus? Are there open days for families and learners? 

The school prospectus is available on the school website.  We do not offer open days although we have new starters meetings for all pupils joining our foundation stage and specific meetings in school for any children joining from another setting.


Last Updated
17/09/2018
Keywords
SENCO; Learning Disabilities; SEND; SEN; Special Educational Needs, Disabilities, Dis
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