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Beighton Nursery and Infant School

Description

Nursery and Infant School


Who to contact

Telephone
0114 2486572
E-mail
enquiries@beighton.sheffield.sch.uk
Website
School Website

Where to go

Name
Beighton Nursery and Infant School
Address
School Road
Sheffield
Postcode
S20 1EG

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

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

DISCLAIMER: Beighton Nursery and Infant 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

Contact Name
Mrs Lisa Hindley
Contact Telephone
0114 2486572
Contact Email
enquiries@beighton.sheffield.sch.uk
Links
Beighton Nursery Infant School Website
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 
  • We have 350 pupil on roll
  • The average class size is 30 learners
  • We are a 3 form entry school
  • We have a 78 place nursery
How does the setting identify learners with SEN? 
  •  School has very clear pupil progress tracking and detailed in school assessments of all children.
  • Regular pupil progress meetings are held to identify any underachievement with groups of learners and those with SEND.
  • An Inclusion Leader strategically analyses data termly and provides targeted support and intervention and identifies any potential SEN issues.
  • We have effective links with various outside agencies such as MAST, Speech and Language and Educational Psychology who support in identifying SEN
  • If appropriate School requests a statutory assessment to gain a full and clear picture of the learner's needs.
Is your setting physically accessible to all learners? 
  • The school is housed within three buildings. The ground floor in the main building is fully wheelchair accessible, as is the outside classrooms and the nursery via the playground.
  • We currently have one disabled toilet in the main building although we don’t currently have any disabled changing facilities.
  • The school has a number of separate learning spaces, including a sensory room, to provide quiet smaller areas enabling staff to deliver smaller group work and specific interventions.
  • The school has exciting and accessible classroom environments with visual timetables and resources accessible to all.
  • We use a variety of visual aids to support our children and these can include visual timetables using communication in print and picture symbols.
  • We make adaptations to the auditory and visual environment following advice from the hearing and visual impairment team as appropriate to meet individual children's needs. A variety of I.T is also used as part of the curriculum.
  • Resourcing in school is always tailored to needs of learners and we have a number of highly skilled teaching assistants who offer support for speech and language, gross and fine motor, basic literacy and numeracy development, nurture, etc.
  • All children eat their lunch in the school dining room, but separate, quieter spaces can be provided for children if and when needed.
  • The school has a secure playground with a surrounding fence. There are quieter spaces for the children to go to on the playground if needed and learners can access these independently.
How does your setting adapt the curriculum for learners with SEND? 

Our top priority is to ensure that the day to day teaching for our children is right; this is what we call quality first teaching. This will allow children to move forwards with their learning and maximise their potential in every way possible.

We have highly skilled teachers and teaching assistants (TAs) who adapt and tailor learning to suit every child’s needs in class, alongside their peers. In addition to this, teachers, SENCO and parents work together to plan additional support for children with SEND. This might include separate interventions, additional class based support/resourcing or the need for pre-teaching topics/lessons.  We also follow the advice and recommendations from any supporting outside agencies, such as Speech and Language. The programmes are closely monitored and updated as necessary.

The school strives to differentiate all teaching throughout the whole lesson to suit ability needs and individual children. We currently deliver a number of interventions and additional support mechanisms, including:

  • Stories for Talking
  • Language Enrichment and Activity Programme
  • Narrative Intervention Programme
  • Vocabulary Intervention Programme
  • Gross and Fine Motor Groups
  • Nurture Groups
  • Social skills Groups
  • Phonic Boosters
  • English as Another Language (EAL) support groups
  • REAL Project
  • Numicon
  • First Class at Number 1 and 2
  • Reading Recovery

During the termly review meetings the SENCO, class teacher, together with parents discuss the individual educational plan for all children with SEN, including adaptions made within the curriculum, agreeing on 'SMART' targets and adjusting plans where necessary.

 

 

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

School is committed to continually raising staff professional development related to SEND.  Training opportunities continue on a yearly cycle and adapt with the needs of the children on role.   In order to maintain an effective inclusive school environment, regular staff meeting are dedicated to SEN, including updating staff on new policies and SEN framework.

School staff have accessed a range of training opportunities around SEND, including;

  • Team Teach,
  • Positive Behaviour Support,
  • Autism Awareness training,
  • Speech and Language support,
  • Makaton
  • Stories for Talking
  • 1:1 Phonics

Individual staff have received training for specific interventions such as;

  • Fine Motor
  • Nurture
  • First Class at Number 1 and 2
  • Reading Recovery

The class teacher adopts individual children's communication plans that are designed by the Speech Therapists and we use all opportunities for staff to work alongside SEN professionals to continue the effective practice they model while supporting children in school.  

 

How do you communicate with and involve families? 

School communicates with parents through newsletters, emails, text messages, open door sessions, parents' evenings and SEND review meetings. Informal discussions about learners with SEND is also invited. Communication is also invited through the school website and our year group blogs, with regular newsletters and useful information (including useful links) being put on to the website for families to access.

Parents are invited to feedback their views prior to a Statutory Annual Review meeting to ensure that their views are a focus of the meeting.

We offer parent training and learning events in relation to SEND through the Family of Schools (10 schools within the Westfield area). Through this network we also currently have an SEN group for parents.

The needs of families whose first language is not English are met by accessing the translator service if required.

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

Annual parent questionnaires are completed to gather views from all parents and feedback is taken at SEND review meetings from parents and learners.

The SENCO management group that runs across the Family of Schools meets each half term to rigorously ensure that we are providing effective provision for our learners with SEND, following the agreements that are in place in each school.

The Senior Leadership Team and Governors monitor performance through subcommittees and reports to set targets for performance.

SEN is a statutory agenda item in governor meetings. The progress and attainment of SEN children is monitored in each year group which is reported at each Child Improvement Subcommittee meeting. A whole school termly report is shared in the full governors meeting.

The SEN Governor (Keely Seaman) meets with the SENCO each half term.

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

Throughout school we have highly skilled teachers and TAs who are sensitive to all children’s needs and requirements. Our assemblies are planned carefully around half termly SEAL themes which educate children on understanding the feelings, behaviours and emotions of themselves and others. We also address and educate children on other social, moral and cultural matters. These themes are always embedded into our curriculum, with British Values being high profile throughout school.

Our learners also have access to specific activities over the school year that help them to develop their understanding of others needs e.g. through the Family of Schools 'Sporting Offer' and other appropriate PSHE activities. Disability awareness is threaded through these lessons and activities.

In addition school also supports children's wellbeing by;

  • organising home visits with all new children entering nursery and reception, allowing staff to get to know the child in their own environment and talk with parents to identify any additional needs or special requirements the children may have before entering school
  • following an effective transition plan to ensure all children feel safe and happy as they enter our school
  • working in partnership with parents to identify issues/barriers to learning early on
  • identifying children who require social and nurture sessions delivered by a very skilled TA
  • playground buddies and TAs outside at lunchtimes to support children who find unstructured times difficult to cope with

 

What kind of behavioural interventions do you use? 

We have a clear behaviour management policy embedded in school.

We are passionate about positive behaviour and consistency throughout school. We work closely with parents, offering our support to complete an FCAF with families and working closely with from MAST to develop parenting skills and help parents to embed effective behaviour strategies at home.

We hold termly MAST coffee mornings with specialists available to talk to parents about things such as sleep routines and positive behaviour management.

We identify specific children for behaviour related interventions. If the needs are ongoing we invite parents to develop a behaviour plan with class teacher and SENCO. These plans may draw on the support of external professionals if necessary. Attendance for all children is monitored closely throughout the year. We work with parents to improve their children's attendance and punctuality. School is also able to seek support from the Inclusion Officer at the MAST team if necessary.

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

Activities that are fully accessible to learners with SEND are arranged in school so that every learner with SEND can be included. Close consultation with parents when planning trips and activities is sought and school can assist learners with SEND to access trips and activities in a variety of ways e.g. providing additional adult support when necessary.

Detailed risk assessments are completed before every school visit using EVOLVE.

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

We offer Breakfast and After School clubs through external provider 'Kids Kabin', located at Brook House.

We offer a family Breakfast Club and invite families we feel it would benefit.

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

Where possible we involve children in the SEN review process and always consider the wishes and feelings of our learners, through parents with the younger children.

All staff have excellent relationships with the children and all children know who they can speak to should they have any worries or concerns.

We have a school council, Bizzy Bees, who meet every two weeks and often seek the views of their peers regarding various initiatives.

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

The school has a website and details information of all areas of school.  The school prospectus is available on the website under 'Our School'. It is available to view on the website http://www.beighton.sheffield.sch.uk/.

There are open days for families and learners and anyone can make arrangements to visit the school outside of these planned events.

Do you offer outreach to home educating families? 

There are no specific services or facilities offered to those home educating or wishing to access outreach support. School will endeavour to signpost families to these services/resources in the local area.

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

Learner's individual needs are taken into account when planning additional activities, visits or trips and all learners are fully included in the life of the school. The setting does not currently have any residential facilities.


Last Updated
22/06/2018
Keywords
SEN, SEND, Disability, Disabilities, Special Educational Needs, Schools, Education, Learning, Additional Support
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