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Hartley Brook Primary Academy

Who to contact

Contact Name
Karen Brown
Telephone
0114 2456882
E-mail
enquiries@hartleybrook.sheffield.sch.uk
Website
School website
Parent Organisation
Hartley Brook Primary School - Integrated Resources

Where to go

Name
HBH Academy (Hartley Brook)
Address
Hartley Brook Primary School
Hartley Brook Road
Sheffield
Postcode
S5 0JF

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
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
8 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
Vicki Baker, Childminder  Stephanie Edwards, Childminder  Rabia Yasin, Accredited Childminder  Joanne Belk-Hodkinson, Childminder  Leah’s Little Lovelies 

DISCLAIMER: Hartley Brook Primary Academy 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

Hartley Brook is part of the HBH Academy Trust and is sponsored by Hatfield Primary.  Hartley Brook school provides mainstream provision for 4-11 year olds.  Nursery provision is available from the age of 3 and is 15 hours per week.

Hartley Brook currently has a KS2 IR which is being phased out as the children leave.  The IR currently supports 8 children (the majority of whom have Statements of Special Needs).

Contact Name
Alethea Broadway (SENCO)
Contact Telephone
0114 2456882
Contact Email
enquiries@hartleybrook.sheffield.sch.uk
Links
School Website
School Ofsted Report
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 

596 pupils on roll (F2 to Y6)
667 pupils (Nursery to Y6)

Average Class Size: 30

How does the setting identify learners with SEN? 
  • Learners with SEN are identified in a number of ways. 
  • In Nursery, concerns and referrals to Outside Agencies can come via the Health Visitors. 
  • Teachers identify learners with SEN through tracking and decide on a course of action in liaison with the Assistant Principal (Inclusion) and parent/carers.
  • The Inclusion Team (including Learning Mentors) identify behavioural, emotional and social needs in liaison with the Class Teachers and the Assistant Principal (Inclusion).
  • Parent/carers raise concerns in meetings and in discussions with the Class Teachers.

Specialist Assessments

  • Dyslexia in school can currently be assessed by the Assistant Principal (Inclusion) who holds AMBDA status and ATS.  From September this can also be done via Louise Bull, LB Learning Support.
  • School works closely with other professionals such as the Educational Psychologist, the Speech and Language Team and the Hearing Impaired Service.
  • The Early Years Inclusion Team provide assessments on Early Years children up to Y1.

 

Is your setting physically accessible to all learners? 
  • Hartley Brook School is split across 2 buildings with a separate canteen.  FS and KS1 are in the top building and KS2 in the bottom building.  There is access to both buildings via ramps.  There are stairs leading up to canteen.  There are also short flights of stairs between the KS1 and KS2 playgrounds.    There is a ramp into the main reception area.
  • The HUB, a training facility and a community café, is situated in the bottom building.
  • The rooms used by children are all on one level (ground floor) so are wheelchair accessible (not the canteen which has a short flight of steps up to it). 
  • Classes use visual timetables consistently.  Staff in Nursery and Reception are trained in Makaton signing to support language development.  Staff in Nursery, Reception and the IR use Communicate in Print to support children.  This is currently being developed for use with New Arrivals as well.
  • The school works in liaison with external agencies and any specialist equipment that is needed e.g. sloping boards or foot stools is provided.
  • A minibus is available for the IR children to take them on trips and swimming.
  • There are disabled toilets in both buildings.
  • There is a disabled changing room in the KS1 building.
  • Training is arranged from specialist teams to enable them to support learners with medical needs such as diabetes, sickle cell, diabetes and allergies.
  • The playground is secure – a high fence is in place with locked gates.  The gates are locked in the morning and re-opened at the end of the school day.  Access in and out of school is monitored and supervised by the school office.
  • There is a Learning Mentor room in each building where children can have time out in a safe environment.  We also have a secure quad with a garden in KS2.  We are in the process of setting up a KS1 and KS2 Nurture group and intervention room to provide greater flexibility.
How does your setting adapt the curriculum for learners with SEND? 
  • Children with SEND currently have either IEP’s or behaviour plans in place focused on their individual needs.
  • IEP’s/behaviour plans are written by the Class Teacher and monitored by the Assistant Principal (Inclusion).
  • The education of the IR children is planned by the IR teacher and overseen by the Assistant Principal (Inclusion).  Dedicated time has been allocated for this liaison to occur regularly.
  • Clear differentiation is in place in all classes for all ability groups.  Children with SEND have planning in place to extend their learning while building success to ensure a sense of achievement.  Teachers plan in year groups to support each other and planning is monitored by the Senior Learning Team.
  • Additional interventions are provided following liaison with the Assistant Principal (Inclusion) and these are tracked and monitored to ensure progress.
  • Hartley Brook is an inclusive school and we always try to meet the needs of our learners.  This can include access to Early Years provision when necessary, part time learning, chunked timetables etc
  • We are in the process of setting up a KS1 and KS2 nurture group facility.  We have support from a specialist Learning Mentor who focuses on social skills groups/interventions and transition. 
  • There are currently 3 full time Learning Mentors who are trained in bereavement counselling, and other behavioural, social and emotional interventions such as Happy to be Me! (a self-esteem intervention).  The Assistant Principal (Inclusion) is trained to use Boxhall Profiles to identify strengths and needs of children with behavioural, social and emotional difficulties so that we can focus our support.
What training have your staff received to support learners with SEND? 

Nursery and Foundation are trained in basic Makaton to support language development. 

All TA’s are regularly offered training.  This year 2013/14, TA’s have accessed training in the following area:

  • Use of Numicon
  • Dyslexia
  • Delivery of interventions such as Alphabet Arc, Accelaread/Accelewrite, First Class @ Number, Toe by Toe, Fine Motor Skills.
  • Specific language interventions such as LEAP.

Planned training:

  • Additional Speech and Language interventions such as VIP and NIP to ensure coverage across the year groups.
  • Additional Makaton training from Year 1 up.
  • Hartley Brook acknowledges that at times specialist expertise is required and purchases additional support from external agencies such as the Educational Psychology Service, Learning Support and Speech and Language as well as additional Learning Mentor Support.
  • In addition to this, Hartley Brook also works closely with agencies such as MAST, Hearing Impaired Service, Autism Service and Ryegate Children’s Hospital. 
  • Each term updates on medical needs are shared with key staff in school.
  • We update training of staff on the administration of specific medicines when needed or annually.  We currently have staff trained in administering Epi-pens and on supporting children with medical needs such as diabetes, Sickle Cell Disease and Epilepsy.  If any further training is required, Hartley Brook works closely with specialist agencies.
How do you communicate with and involve families? 

Hartley Brook is committed to building strong working relationships with parent/carers.  We do this in a variety of ways including:

  • Weekly newsletter
  • Attendance newsletter termly
  • Texts about key events
  • Coffee Mornings once per term for each year group.
  • Parent/carer Workshops have started for supporting reading and maths.
  • Home-school books are used with children who need this support (identified on IEP)
  • Parent/carers evenings
  • Open evenings to support transition
  • Celebration assemblies
  • Parent/carer open forums
  • IEP reviews happen termly.  Teachers review the IEP’s with children identified as School Action and meet with the parent/carers termly.  Parent/carers views are included on the reviewed IEP.  New targets are discussed with the parent/carers.  This also happens for children identified as SA+ although meetings may also include outside agencies and the Inclusion Manager.
  • Parent/carer workshops have started this year with a focus on Dyslexia and supporting children struggling with maths and reading.  These are held in the HUB so that they are informal.
  • There are 2 Slovakian speaking TA’s working full time at Hartley Brook to support with the Roma/Slovak new arrivals.  As part of the EAL Pilot project, we are producing a new arrivals starter pack to further support in this area.
  • For other languages, interpreters (Scais) are booked for key meetings and on parent/carer request.  Telephone interpreters are also used (via Language Line) when required.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The effectiveness of provision is monitored by the Assistant Principal (Inclusion) and the Senior Leadership Team.
  • Governors reports are produced termly.
  • Behaviour meetings and Senior Leadership Team meetings occur weekly where trends and patterns can be identified and discussed.
  • From September 2014, progress meetings will be held up to five times a year to discuss progress and attainment of individual children.  Interventions will be identified as a result of this.
  • Tracking is in place for interventions.  Pre and post data is collected by the TA’s and shared with the Class Teacher and the Assistant Principal (Inclusion).
What support do you provide for the learners' overall wellbeing? 
  • Children who access behavioural, social and emotional interventions are tracked in a variety of ways including using Boxhall Profiles and SDQ’s.
  • Learning Mentors are on the yards during lunch times to support vulnerable children.
  • Buddy’s are used to support friendships.
  • Target charts specifically aimed at unstructured times are used by some pupils and monitored by the Inclusion Team.
  • The Learning Mentors in KS1 and KS2 meet daily with the play leaders and lunch time supervisors to ensure that lunch times are planned and that any new information is shared promptly.
  • Green Zones are used to give children a range of activities to choose from such as craft, colouring, dance and i-pads.
  • Small group activities run in KS2 at lunch time to support children who struggle on the yard.
  • A KS1 and KS2 nurture group is currently being set up to start from September 2014.
  • The Inclusion Team liaise closely with parent/carers and outside agencies to support children who are anxious at school.  We are supported by CAMHS, the Educational Psychology Team and Amber Lodge (Tier 4).  We also regularly refer to MAST who can provide links between school and home.
  • Hartley Brook School provides a full-time Home School Link Officer to support the needs of children and parent/carers.
What kind of behavioural interventions do you use? 
  • Children who have behavioural needs are placed on a behaviour plan and are supported by the Inclusion Team.  The aim of the plan is to provide strategies and targets to support the child’s individual needs.  Incentives and rewards are built into the plan to motivate the learner.
  • If a child is at risk of exclusion, they will be placed on a Pastoral Support Plan.  This plan aims to provide clear structure and targets as well as providing external support from outside agencies.  Parent/carers are closely involved at all stages.
  • At times, and in consultation with parent/carers, Hartley Brook seeks advice from outside agencies such as MAST and the Educational Psychologist Team.
  • Staff at Hartley Brook are trained in Team Teach strategies with a primary focus on de-escalation
  • There are currently 3 full time Learning Mentors at Hartley Brook.
  • Nurture groups are currently being set up for KS1 and KS2 and will be effective from September 2014.
  • Lunch time small group activities and Green Zones are used to provide different environments for children in unstructured times.
  • Clear links between school and parent/carers support behaviour (the Inclusion Team also includes a full time Home-School Link Officer)
  • Provision is provided based on the child’s needs where possible (following professional guidance) and this limits exclusions.
  • Clear and consistent behaviour policy in place based on rewarding good choices.
  • Learning Mentor rooms in KS1 and KS2 where time out can taken in a quiet and distraction free environment.
  • An increasing number of interventions to support children with behaviour, social and emotional difficulties are in place now to support different needs within school.
  • Attendance is tracked and monitored closely for all children with support from MAST.  Vulnerable learners and those with specific needs are tracked as a priority by the Inclusion Team.  The Home School Link Officer regularly picks children up from home to ensure attendance.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • All children at Hartley Brook are included in non-classroom based activities.  Activities are changed if needed.
  • An individual risk assessment is included on the EVOLVE system if needed.
  • Arrangements are made with the provider (if external) by the Assistant Principal (Inclusion) e.g. access to lifts, eating arrangements, transport etc
  • TA’s are designated to ensure support where needed.  Peer support is also used when needed.
  • Parent/carers of children with specific needs are always invited to attend trips.
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? 
  • School Council
  • Assertive Mentoring (1-1) meetings between Teacher and Pupils to discuss progress and next steps
  • Children are invited to attend review meetings with their parent/carers.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Parent/carers of children starting nursery have an induction with our Home School Link officer and are invited in for workshops.  The Inclusion Manager and Home School Link Officer liaise with outside agencies and attend review meetings prior to the start date if appropriate.
  • When children start at Hartley Brook mid-term, they are supported by a meeting with key staff in school and a home visit from the Home School Link Officer. 
  • A new EAL induction pack will be launched from September 2014.
  • Social stories are used within school to support transition of vulnerable children and those with SEND from Year to Year.
  • A transition week has started this year.  Children will spend a week carrying out activities such as circle time and SEAL so that the new teachers can get to know the individual needs of the children.
  • All the children have chosen 3 friends who they get on well with.  We have guaranteed that each children will get at least one of these friends in their class for next year. 
  • Classes are mixed up on a need basis rather than set as a regular date.
  • Hartley Brook works with the local secondary schools to support the transition of SEND children and extra visits are arranged along with meetings in school.
  • We have a high rate of mobility throughout the year so we work hard to ensure that all information is passed on to new schools straight away.  The Inclusion Manager and Home School Link Officer (both CPLO’s) ensure all Child Protection information is passed on promptly.  The Inclusion Manager ensures all SEND information is sent.
Do you have an online prospectus? Are there open days for families and learners? 
  • A paper prospectus is given to all new starters as part of their induction.
  • Coffee/Open mornings are held each term for each Year group to celebrate learning that has taken place.
  • An open evening for transition is being held for parent/carer/carers to meet the new staff.
Do you offer outreach to home educating families? 

Not applicable

Does your setting offer any additional services for learners with SEND? 
  • Training courses are held in the HUB regularly to train other schools/providers.

Last Updated
25/09/2019
Keywords
school, Sheffield Academy, SEN, SENCO, Special Education Needs, Education, Schools, Hartley Brook primary school, Nursery
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