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Bents Green School

Summary
Bents Green School provides specialist education for young people aged 11-19 with Autistic Spectrum Conditions and Communication and Interaction difficulties.


Description

Secondary Special School 11-19 provision


Who to contact

Telephone
0114 236 3545
E-mail
enquiries@bentsgreen.sheffield.sch.uk
Website
School Website
Twitter
https://twitter.com/bentsgreensch

Where to go

Name
Bents Green School
Address
Bents Green Secondary School
Ringinglow Road
Sheffield
Postcode
S11 7TB

Inclusion Information

Wheelchair Access
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Autistic Spectrum Disorder

Other Details

Age Range
11 years to 19 years
Facilities
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Visual aids

Local Offer

Description

Secondary Special School 11-19 provision

Contact Name
Sacha Schofield (Headteacher and SENCO)
Contact Telephone
0114 236 3545
Contact Email
headteacher@bentsgreen.sheffield.sch.uk
Links
Ofsted Inspection Report
Ofsted Performance Data
Bents Green website
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type
Specialist

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 

Statement of Special Educational Needs (SEN)

Local Authority Admissions procedures

Please state the number of pupils on your roll and your average class size 

NOR – 217

Class sizes 10 - 12

How does the setting identify learners with SEN? 

Already have statement prior to admission

Is your setting physically accessible to all learners? 

One building, fully wheelchair accessible

New build in 2011 – specifically designed for SEN students

Visual aids such as visual timetable / Communicate in Print signage

Yes - disabled changing and toilet facilities

Secure grounds with fence, maglock entry system to main entrance

Purpose built quiet / safe space in each teaching area, access as needed

Dining – dining room and other quiet dining spaces available as needed

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

All learners have SEN

Teaching planned by subject specialist teachers

Individual Support Plans written and reviewed by personal tutors

All work suitably differentiated to meet individual needs

Timetables and provision individualized as necessary to meet individual student needs

Curriculum includes GCSE Maths, English and Science (where appropriate), National Curriculum, life and independence skills, social skills 

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

Continuing Personal Development (CPD) includes: Makaton, Team Teach, Picture Exchange Communication System (PECS), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACHH), dyslexia, dyscalculia, mental health, Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance syndrome (PDA).

Students have ‘Group Communication Profiles’ which outline student needs (such as behavioural and learning support needed, communication level, medical needs).

Specialist support from SALT, educational psychologist, Ryegate, Specialist Autism Spectrum Disorder (ASD) nurse.

 

How do you communicate with and involve families? 

Communication with parents through home/school diaries, email, text, phone calls, letter, newsletters

Regular meeting with parents to review progress and set targets (parents evenings and Annual Review meeting)

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

Self Evaluation Form (SEF) updated regularly

Reporting to Governors termly

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

Pastoral care through teaching assistants/ teachers/ Higher Level Teaching Assistants / Deputy Head pastoral

Multi-agency support through FCAF

Referrals to Child and Adolescent Mental Health Service (CAMHS)

Social skills taught in PSHE (Personal, social, health and economic education) sessions

Additional support for some young people at unstructured times, access into variety of spaces to meet individual needs

Adaptions to timetables to support learners with anxieties, TA / HLTA support

What kind of behavioural interventions do you use? 

Reward system to promote appropriate behaviours

Monitoring and analysis of behaviour across school

Personalisation / Alternative provision to meet needs of individual students on occasions

Termly attendance rewards, links with families / agencies to boost attendance

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

All learners supported to access all activities, support as needed

Parents / Carers involved in meetings in school to discuss residential visits at Year 10, Year 11 and Post 16.

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

None provided.

 

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

School council meets weekly and views are passed to Senior Leadership Team for response. Teacher or TA act as mediator / facilitator.

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

Our website details plenty of useful information for Parents / carers. We do not have an online prospectus   

Open Days for parents / carers of Year 5 and Year 6 students who have an EHCP and may need specialist provision at secondary level of Education

Do you offer outreach to home educating families? 

Not currently


Last Updated
05/03/2020
Keywords
SENCO, Special Education Needs
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