Hucklow is a culturally diverse Primary School for 2-11 year olds. Our nursery unit is located at the First Start Children's Centre in Firth Park. We are an inclusive school that believes that all pupils can achieve. Hucklow is part of Cascade Multi Academy Trust.
Hucklow Primary School and Nursery
Who to contact
- Contact Name
- Mr Peter Hardwick
- Contact Position
- 0114 2426736
- School website
Where to go
- Hucklow Primary School
- S5 6TB
- Wheelchair Access
- Wheelchair access details
- Parts of the school are accessible to wheelchair users and there are two disabled toilets. The nursery unit is fully accessible and has disabled toilet facilities.
- Supports special needs and disabilities
- Special needs and disabilities details
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
- Able to accommodate other cultures/ethnicities
- Age Range
- 0 months to 11 years 0 months
- Disabled Facilities
- Quiet Area
- Secure setting
- Providers who offer pickups from this setting
Hannah Green, Childminder
Helen Hall, Childminder
Rabia Yasin, Childminder
Leah Bilsborough, Childminder
DISCLAIMER: Hucklow Primary School and Nursery 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.
- 3 & 4 year old funding
- 2 year old funding
Opening Times & Facilities
Nicola Worrall, contact via the school office, Monday-Thursday
- Contact Name
- Nicola Worrall
- Contact Telephone
- 0114 2426736
- Contact Email
Ofsted report February 2012
- Local Offer Age Bands
- Primary (4-10 years)
- Needs Level
- SEN Provision Type
- Please state the number of pupils on your roll and your average class size
The school has a high mobility rate but currently there are 440 on roll with an average class size of 32.
The nursery has 96 places for 3-4 year olds with an additional 24 places for 2 year FEL.
- How does the setting identify learners with SEN?
- At Hucklow, all members of staff are responsible for identifying any concerns around Special Educational Needs
- Parents’ opinions and concerns are strongly valued and are an important part of the identification process. For pupils entering school in the Foundation Stage home visits are made and this is where the first discussions take place with parents. Induction meetings take place for pupils who are new to our school. During the induction meeting the child’s needs, who is already involved with the child and what support is needed are discussed
- School uses discussion between staff in pupil progress meetings and also Structured Conversations with parents to determine the child’s needs. Decisions are taken about the best provision and how parents can help at home. Decisions are made together as to whether action will be taken at school level or if there should be involvement from outside agencies. In some instances, if a child already has involvement from an outside agency they may also be involved in the identification process
- Professionals who might be involved in the identification of SEN and offer specialist assessments are the Learning Support Teacher, Speech Therapist and the Educational Psychologist. School will also liaise with other health professionals
- Is your setting physically accessible to all learners?
- Parts of the school are accessible to wheelchair users and there are two disabled toilets
- Nursery is fully accessible with disabled toilet facilities.
- For the visually impaired, railings are painted white and the steps are painted yellow
- There are a lot of visual aids around school and in classrooms, including visual timetables. Communicate in Print is widely used on labels and signs around school
- Classrooms are fully carpeted to reduce background noise
- Where needed, children are provided with a quiet place to go. There is a sensory room and space can be made available for those who may need to eat somewhere quiet. Access to these areas of provision may form part of a personalised learning plan or care plan and will have been agreed by the child, parents and staff
- When specialist equipment is identified by specialist services school will work with the service to provide equipment needed
- School is fully secured by a fence and gates which are locked and there is a security procedure in place. There are high handles on the doors in the Early Years Foundation Stage and Year 1 classrooms
- At Hucklow we take every possible step to ensure that pupils have their needs met, whatever their need
- How does your setting adapt the curriculum for learners with SEND?
- Class teachers plan and carefully differentiate for all learners in their classrooms
- There are personalised learning plans for some pupils with SEN which include access to small groups, 1:1 intervention and their own curriculum
- All pupils with SEN have targets and identified interventions or strategies which will help them to reach their potential. This might include use of visual aids, equipment or some 1:1 or small group help
- Information is shared with all staff working with pupils so everyone knows how best to support the learning of each child
- There are several interventions available to learners with SEND. These include the Speech and Language programmes LEAP, NIP and VIP, Fischer Family Trust, 1stclass@number, social skills groups, Fine and Gross motor skills group, Active Literacy, Switch on reading. There is also a sensory room and some learners may have use of this planned into their timetable or as a place available to them.
- In nursery, staff work closely with Speech and Language therapists and other professionals to develop individual programmes for children.
- What training have your staff received to support learners with SEND?
- Teaching assistants have regular training around the needs of pupils with SEN; this is provided by other staff members and by the Learning Support Teacher, Behaviour Specialist and ASD specialist
- There are members of staff in school trained in: Speech and Language interventions: LEAP, VIP and NIP, Fischer Family Trust, MAKATON, 1st class@number, Team Teach, and Theraplay. There are also staff members who have received training and are experienced in working with pupils with ASD, Dyslexia and a range of learning needs
- When there are staff who are new to the school they have an initial induction meeting with the inclusion manager. Other teachers in the phase and teaching assistants will share relevant information with supply teachers and teachers will be present in the classroom when visitors are working with their class
- School works closely with a range of specialists such as our Learning Support Teacher, Autism team, Early Years Inclusion, Speech and Language Therapists, Educational Psychologist, behaviour specialists.
- There are members of staff trained to administer medicines
- School has the Achievement for All (AfA) quality mark
- How do you communicate with and involve families?
The school achieved the AfA quality mark in Jan 2014 and also the Leading Parent Partnership Award (LPPA). Therefore the ethos of working with parents and carers as partners in the education process is part of school ethos.
- Parents and carers are always welcome in school and are actively encouraged to stay to do early morning work with their child in the younger year groups
- Regular, open communication with parents and carers is encouraged. For all pupils this is done through parents’ consultation meetings and reports home as well as staff being available at the beginning and end of the day. Sometimes a home/school communications book is used
- For the pupils with SEN or other additional needs Structured Conversations are held three times a year. Parents’ views are an important part of the discussion and parents are actively encouraged to offer their views on progress and target setting
- We have a coffee morning for parents of pupils with SEN which meets each half term. This provides opportunities for parent to parent support, for parents to ask questions in general or to speak to the SENCo about their child. It is also a time when information can be passed on to parents about Special Educational Needs, about how school supports pupils with SEN and some of the interventions and support available in school. Professionals from outside agencies are also invited to talk to the parents about their role.
- As part of our links with the Fir Vale family of school, information events for parents of SEN pupils have been arranged for parents of all the schools
- For families whose first language is not English, if they would like a translator, we arrange for one of our language speakers to be present at meetings to translate. Parents are also invited to bring along a family member or friend to translate if they prefer that.
- There are family learning opportunities.
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
The school uses the Achievement for All Framework as an evaluation structure to look at all aspects of provision for vulnerable children.
- Progress data is analysed half termly following assessment week each half term
- There are half termly pupil progress meetings which look at progress and the impact of provision. Where needed, as a response to this, further provision is added or changes to current provision are made
- Structured Conversations take place three times a year and involve the parents in discussing how pupils are doing. This approach is evaluated through gathering the views of parents through annual questionnaires
- For pupils with a My plan a termly review of the My Plan takes place.
- There is also evaluation of the views of pupils through questionnaires and monitoring enquiries
- What support do you provide for the learners' overall wellbeing?
- We are a school which puts our learners at the centre and have an ethos of respect for differences. Class teachers and teaching assistants know the learners well and their individual needs. Learners are given opportunities to talk and know who they can go to
- For learners who need more emotional or social support there is 1:1 mentoring, social skills groups and enrichment activities and Cognitive Behaviour Therapy
- Structured conversations, Pupil Progress Meetings and pupil questionnaires all help school to monitor wellbeing and highlight need
- All learners are taught about disability through Personal, Social and Health education (PSHE), Spiritual, Moral, Social and Cultural Education, Assemblies and Diversity Week
- In order to help learners who find it difficult to make friends we use buddies, circle of friends, assemblies to make all children aware of their responsibility to look after each other, care plans and small group enrichment activities
- During unstructured times, such as lunch time, vulnerable learners can access alternative provision and clubs and can have close supervision in the dining hall
- For learners for whom school is a source of anxiety, changes to the start of the school day, access to small groups or 1:1 mentoring or provision are all used as well as strategies such as social stories and close working with parents and the child
- What kind of behavioural interventions do you use?
- Learners are explicitly taught expectations around behaviour and are encouraged to reflect on any incidents that might occur. Learners will complete a Post Incident Log and think about what they can do better next time
- There is alternative provision available for pupils who need this. School works closely with parents and a plan is agreed together if this is needed.
- Children can have a personalised start to the day if this helps them to have a calm start
- Pupils can access small social skills groups and a learning mentor
- Where there is extreme behaviour we work closely with parents to put a positive handling plan in place which will look at triggers and steps to take to avoid escalation of behaviours
- How do you ensure learners with SEND are included in non-classroom based activities?
- There are some activities that are targeted for learners with SEND for example the Arches sports activities and sessions with Sheffield United. The views of learners are sought as to what they would like to do
- We ensure that all lunch time clubs and after school clubs are accessible for all learners
- 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?
- Our learners are given a voice through the school council and pupil questionnaires. They also take part in curriculum immersion and suggesting how they would like their learning to develop
- Learners with SEN contribute to Structured Conversations wherever possible and in their target setting. Those with an EHCP contribute their views to the Annual Review
- Do you have an online prospectus? Are there open days for families and learners?
- There is lots of information about the school on our website. The prospectus can be accessed by contacting the school
- We hold parents workshops and community events. There is a meet the teacher event at the beginning of each year for parents. Prospective pupils and their families are invited to look round and speak to staff
- Does your setting offer any additional services for learners with SEND?
- Staff are trained coaches for AfA and have delivered training at other schools
- The school is a venue for regular Team Teach training which is delivered by an external highly qualified Team Teach trainer and behaviour expert
- Last Updated
- School; SENCO; Learning Disability