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Bankwood Community Primary School

Summary
Maintained Primary School with nursery offering places from 2 to 11years.


Description

Two form entry in FS2 to Y6.

 


Who to contact

Contact Name
Miss Sally Pearce
Contact Position
SENCO
Telephone
0114 2396711
E-mail
enquiries@bankwood.sheffield.sch.uk
Website
School Website

Where to go

Name
Bankwood Community Primary School
Address
Bankwood Close
Sheffield
South Yorkshire
Postcode
S14 1LW

When is it on?

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

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
We have access to the building around the outside.
Cater for special dietary requirements
Yes
Supports special needs and disabilities
Yes
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
2 years to 11 years
Facilities
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Visual aids

Childcare Information

Funded Early Learning

Registered to provide Funded Early Learning Places?
Yes
For 2 year olds (up to 15 hours a week)
Yes
For 3&4 year olds (up to 15 hours a week)
Yes

Opening Times & Facilities

Facilities
Disabled Facilities
Quiet Area
Secure setting
Visual aids

Local Offer

Description

We are a mainstream setting and integrate children with SEN into the class.

Contact Name
Sally Pearce
Contact Telephone
0114 2396711
Contact Email
enquiries@bankwood.sheffield.sch.uk
Links
School Website
School Prospectus
Ofsted report January 2014
OFSTED Sec 8 report May 2014
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 

410 pupils, average class size 27

How does the setting identify learners with SEN? 

Bankwood Primary School’s SEN Policy clearly sets out the identification of pupils with SEN and identifying their needs. Early identification of pupils with special needs is critical to their success (SEN Code of Practice). When pupils start at Bankwood Primary School, we are already aware of pupils who have an Education, Health and Care Plan and those currently identified as requiring additional support. Information is gathered from parents, educational settings (including early years), and other agencies including health and social care services as part of the admissions process.

When at school, pupils may be identified as having a possible SEN through:

  • Referral by the class teacher
  • SENCO and SLT observations
  • Pupil progress meetings
  • Referral by parents/carers

 

If we notice a possible SEN, then the school will:

  • Make a referral to the school SENC)
  • Track if a pupil is not making expected progress despite quality first, differentiated teaching.
  • Gather views of the pupil and parent through a structured conversation

Where it is determined that a pupil does have SEN, parents will be formally advised of this and the child will be added to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning.

Is your setting physically accessible to all learners? 
  • We have access to the building around the outside
  • We have 2 buildings. We have a lift in the Foundation Stage building for the 2 year olds.
  • We have steps in KS2 to go to the upper floors.
  • The learning environment is very well presented. 
  • We have a range of activities (to support different difficulties), e.g. large computer keyboards, use of laptops.
  • There are disabled toilets in both buildings.
  • There is a new fence around the playgrounds with secure locks.  There is additional fencing around doors, so the only exit/entrance out of the school property during the day is through the reception area.
  • We have quiet spaces for learners in bays on the corridor.  We have additional intervention rooms.  In every classroom there is a reading area for more privacy.
How does your setting adapt the curriculum for learners with SEND? 
  • Modified equipment and auxiliary aids may be provided to enable students to access the curriculum in line with the 2010 Equality Act. Where necessary, ‘reasonable adjustments’ may be made to the school’s policies and procedures or physical environment so that they do not act as barriers to learning or inclusion, in line with the 2010 Equality Act.

     

    Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made.

     

    Further details are available in our accessibility plan.

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

We have 8 teaching assistants from FS2 to Y6 who are trained to deliver interventions such as:

 

Read, Write Inc and phonics programmes

Early literacy support

Diminishing the difference in mathematics

Early maths support

Motor skills programmes

Speech and language programmes

LEAP (Language Activity Enrichment Programme)

VIP (vocabulary

Cued articulation

Speech and language programmes

Emotional literacy support

Social skills support

 

 

How do you communicate with and involve families? 
  • Parents of children with SEND are invited to regular reviews of their child’s progress.

    Parents can speak to their child’s teacher through appointments.

    Some parents receive home-school communication books and behaviour report cards.

    We communicate with families whose first language is not English through interpreters and translated letters.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The effectiveness of the SEN provision is measured by:

    • Regular SEN Reviews including My Plans and annual EHCP reviews
    • Tracking progress data through pupil progress meetings
    • Children’s progress through standardised tests and profiling tools
    • Observations of lessons and interventions
    • Learning walks by the SENCO and Senior Leadership Team
    • Input and assessments from outside agencies
    • Logging of incidents/information including monitoring behaviour (including bullying and racism)
    • Attendance and punctuality
    • Talking to parents/feedback/Questionnaires
    • Pupil conferences/Questionnaires
    • Discussion with teaching and support staff
What support do you provide for the learners' overall wellbeing? 

We provide support for pupils to improve their emotional wellbeing in the following ways:

  • As part of our Healthy Minds Project, staff received training to support and improve children who have Social, Emotional and Mental Health needs.
  • Children are provided with strategies to identify and support their own emotional and mental health needs.
  • In class, all children are treated with understanding and reasonable adjustments to ensure the curriculum is inclusive.
  • We encourage children to understand their strengths and difficulties and to become aware and use their learning style. Teachers have received training for learning styles and independent learning.
  • Forest School engages children through holistic learning and emotional well being.
  • We have a school council to share the voice of the child and allow children to make decisions about their school.
  • Quieter areas are used in school where children can go to if they are upset or need calming time during playtimes and lunchtimes.  They can also support with tasks/jobs or complete an activity.
  • We offer activities at lunch time for children supporting friendships and team building.
  • Children have responsibilities/monitors/play leaders who have received training from CAMHS which includes the implementation of emotional regulation games.
  • ‘CPOMS’ (Child Protection Online Monitoring and Safeguarding System) ensures teachers log additional information which is received by the Inclusion team.   The inclusion team work with individual and groups of children to promote self-esteem, self-worth and social skills.
  • We work together with parents/carers to support the emotional and social development by developing individual programmes to support the child
What kind of behavioural interventions do you use? 
  • We have social groups/encouraging friendships.
  • We have an inclusion team that delivers anger management and stress management.
  • We look at an alternative curriculum.
  • We support children through our Enrichment Curriculum.
  • Forest School engages children through holistic learning and emotional well being.
  • We provide a structured session over lunchtimes.
  • We have calming areas.
  • We work closely with outside agencies and parents.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Wherever possible, pupils with special educational needs or disabilities are integrated with their peers in order to achieve the best balance of educational and social progress. All pupils with SEND are members of a class group and are supported by their class teacher.  Within the curriculum, the balance of integration, support and withdrawal is negotiated for each individual in order to meet the requirements of their statement/Education Health Care Plan or their SEND support. Students with SEND are encouraged to participate in off-site and extra-curricular activities, and every reasonable effort is made to facilitate this through meeting any additional requirements relating to transport, and their own or other people’s health and safety, wherever possible.

     

    Further details are available in our accessibility plan.

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

Breakfast Club

We offer different after schools clubs at certain times of the year once a week for different year groups.   These are not continuous throughout the year. 

How do you consult with and involve learners in their education? 
  • Children with SEND are encouraged to participate fully in the life of the school including the school council.

    The school council contributes suggestions for school improvement along with ideas from their classes.

    The views of pupils with SEN can be expressed either directly through their voice or advocated by staff through observation and their knowledge of the child.

    Learners contribute views through regular feedback in class, structured conversations, pupil conferences, pupil questionnaires and discussions with their own teacher and teaching assistant.

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

We have welcome meetings for parents in the Foundation Stage.

Information about the school is on the Bankwood School Website. 

Do you offer outreach to home educating families? 

No. 

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

We work with a wide range of outside agencies to support the children. 


Last Updated
19/11/2018
Keywords
Schools; SENCO; Learning Disabilities; Disability; Disabilities; SEN; SEND; Primary;
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