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St Catherine's Catholic Academy

Who to contact

Telephone
0114 30 30 381
E-mail
enquiries@st-catherines.sheffield.sch.uk
Website
St Catherine's Catholic Academy website

Where to go

Name
St Catherine's Catholic Academy
Address
Firshill Crescent
Sheffield
Postcode
S4 7BX

Inclusion Information

Wheelchair Access
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Dyslexia
Hearing impairment
No diagnosis yet
Social, emotional and mental health needs
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
3 years to 11 years
Facilities
  • Disabled Facilities
  • Sensory Room
  • Quiet Area
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
UK Kidz  Hannah Green, Childminder  Leah’s Little Lovelies 

DISCLAIMER: St Catherine's Catholic 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

The school is much larger than most others of its type.  It has been extensively refurbished and accommodation for the Early Years Foundation Stage and Key Stage 1 has been rebuilt.

The proportion of pupils supported through the pupil premium (additional funding for looked-after children, those from service families and those known to be eligible for free school meals) is above average and has risen sharply in recent years.

The proportion of pupils from minority ethnic groups and those who speak English as an additional language is well above average.

The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion supported at school action plus or with a statement of special educational needs is well above average.

The school exceeds the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

The headteacher is a Local Leader of Education and three members of staff are Specialist Leaders of Education. The school is part of a family of six primary schools and one secondary school, and they all work together, including in supporting the increasingly diverse needs of the children.

Our school is situated in a vibrant, multi-cultural urban part of Sheffield. Our area has a history of welcoming new communities and as such our school is equipped to effectively meet the changing needs of its pupils and families.

Key Features are:

  • 31% of our pupils have SEN
  • 72.4% of our pupils are from minority ethnic groups
  • 46% of our pupils have English as an additional language
  • 26% of our pupils are eligible for Pupil Premium
  • There are currently 43 languages spoken by children and their families in school.
  • Our attendance figure 2013-2014 was 96.1%
Contact Name
Miriam Cocker
Contact Telephone
0114 30 30 381
Contact Email
enquiries@st-catherines.sheffield.sch.uk
Links
St Catherine's school prospectus
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 

Our average class size has 30 pupils.  We are a two-form entry school.
In Summer 2014 we had 476 pupils on roll.

How does the setting identify learners with SEN? 
  • High quality relationships with parents enable effective communication to meet pupil needs.
  • Pupil progress is monitored termly.  Any pupil not making adequate progress and/or working below age-related expectations is identified and support put into place. 
  • Close monitoring enables us the Class Teacher and SENCO to identify if more specialised support is required.
  • School staff work in close partnership with external agencies and the local Family of Schools to remove barriers to learning.
  • For newly arrived children to the country a maximum period of two terms will be used to monitor progress against expectations.
Is your setting physically accessible to all learners? 
  • Our school has a F1/F2/KS1 and KS2 building and is fully accessible.  The Crescent Community Centre is attached to our school.
  • Most classes use Rebus visual timetables and labelling to support all learners.  Makaton is used throughout school by staff and pupils.
  • We have an Ocean Room and Jungle Room in school. Both are multi-sensory rooms which pupils access with adult support. 
  • We have 3 disabled toilets positioned around the school building, 2 of which include a shower.

  • The school environment is fully secure.
  • Break out spaces are available in some areas of the school
  • We do not have alternative dining provision, although children experiencing difficulty can have access some breakout space. We have a KS1 and KS2 dining hall, supervised by staff in school.
How does your setting adapt the curriculum for learners with SEND? 

After identification of SEN the SENCO and Class Teacher will assess and plan the next steps which will impact on pupil progress. These plans consult with outside agencies, parents and children.

Quality first teaching in school is differentiated for all learners in all subjects at all times. 

 We aim to meet children’s needs and overcome barriers to learning. All pupils learning is at their level and aspirational.  Staff are flexible with their approaches to learning and an inclusive approach is adopted to enable all pupils to access learning opportunities.

Children with more complex additional needs may access a range of specific interventions e.g. Theraplay, Positive Play, Social Groups, additional PA, additional swimming, speech and language.

Comments from pupils.

What support do you get in school to help you?
Female Y5 pupil “I have Lexia with Miss Vickers, it helps me with my writing and reading in class.”

Male Y5 pupil “I have  1:1 support and Theraplay. Theraplay shows me how to take it in turns and help others”.

Female Y5 pupil – “I have Theraplay and Nurture Group. I feel part of something for doing these.”

Male Y6 pupil – “I have anger management which helps me think about being calm when something difficult happens in class, 1:1 support and Positive play.”

How does school help you to learn?
Female Y5 pupil – “I’m taken out in smaller groups with TA this helps me focus and get more work completed.”

Female Y5 pupil  – “We have group work so all children can work together and sometimes work is made a bit easier for me.”

Male Y5 pupil – “My teacher will help me more and sometimes I don’t need to put my hand up. It encourages me.”

Male Y6 pupil – “My 1:1 support helps me more, I complete a lot more work with her.”

Male Y3 pupil – “I go out in groups to focus on something that I need help with.”

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

Staff are involved in training for:

  • Makaton,
  • Autism,
  • Epilepsy,
  • Sickle Cell,
  • Team Teach,
  • Positive Play,
  • Theraplay,
  • LEAP,
  • NIP,
  • VIP,
  • First Aid.

High quality communication throughout school and with families ensures that all staff are aware of and have a responsibility for learner’s needs.


We access specialist expertise including: Educational Psychology Service, School 2 School Support Service, MAST, CAMHS, Early Years Inclusion Service, Service for Deaf and Hearing Impaired Children & service for Visually Impaired Children, Ryegate Children’s Centre, Collins-Donnelly Psychology (work with staff and pupils), Speech and Language Therapy, ASD/Behaviour Consultant.

We have 2 members of staff trained to administer prescribed medicines.

We hold the following relevant kite marks or accreditations: Sheffield Children’s University, Healthy Schools, RWI Model School, International Schools Award, Positive Play, Let’s Get Cooking, Church Schools Award.

How do you communicate with and involve families? 

As the first and prime educators of your children we hope to involve you as much as possible in your child's education. If, at any stage, you have concerns or suggestions we encourage parents to contact staff in school.  We have three parents evening each year one per term.  End of Year reports are sent home in the Summer term which report on progress and attainment.  We hold SEN Reviews at least termly. We communicate with parents via phone, text, letter and face to face meetings. Some pupils have home-school books. Staff are available and approachable.

Every term SENCO, teachers and support staff review SEN targets and planning new targets.  At Parents’  Evening these are shared and consulted with parents. We hold other events in school inviting parents to experience SEN interventions and to give us their insights into their children’s progress.

In Summer 2014, we organised workshops run by the Sheffield Parent Carer Forum to explain the implications of the new SEN Code of Practice, for parents within our school and wider community.  We hold Reading, Maths, Speech and Language, Inclusion Workshops throughout the school year.

We use bilingual staff where available as well as seeking out external interpreters. As well providing information in other languages where possible.

 

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • We participate in moderated SEN audits across the Family of Schools.  We seek advice and challenge from external agencies. We scrutinise data to ensure progress for all pupils to help us to improve our practice.
  • Progress towards specific SEN targets and impact of interventions are assessed at least termly.
  • Theraplay, Lexia, Speech and Language and Positive Play interventions report termly on pupil progress.
What support do you provide for the learners' overall wellbeing? 

Children with significant social and emotional needs may access one or more of the following interventions:

  • Steps4Ward Programme
  • ASD/Behaviour Consultant
  • Theraplay
  • Positive Play
  • Learning Mentor
  • Rainbows
  • CAMHS –Children and Adolescent Mental Health Service

We are a fully inclusive, highly diverse school. Children learn about the needs of others via direct teaching and from each other.

Lunchtimes are staffed by school staff who are familiar to all children. Due to the high quality of these relationships unstructured periods are positive with a wide variety activities available to pupils e.g. ICT, football/cricket, dressing up. Specific pupils have 1:1 support.

We help learners who struggle to make friends through quality of relationships within school, high levels of respect and understanding where necessary external support from Steps4Ward, ASD/Behaviour Consultant, Learning Mentor for small group or 1:1 support work, Positive Play, Theraplay.

A wide range of therapeutic support is available for pupils.

What kind of behavioural interventions do you use? 

We have a consistent Behaviour Policy in place followed by all members of staff.  We have a positive approach to behaviour, recognising, rewarding, celebrating and praising good behaviour. Please see our website for a link to our Behaviour Policy.

In more specific cases we can access support from:

  • ASD/Behaviour Consultant
  • Theraplay trained teaching assistants
  • Steps4Ward Programme
  • Relevant key staff are Team Teach trained

To increase attendance we:

  • Reward pupils half-termly with 100% attendance certificates
  • Hold Prize Draws in KS1 and KS2 half-termly.  All pupils with 100% attendance are entered.
  • Early Bird Weeks termly – examples of winning class rewards are Cinema Afternoon, Magician Experience.
  • End of Year 100% Attendance Celebration (KS1 and KS2)
  • Half-termly Attendance Reviews of all children with attendance less than 95%
  • We employ a MAST Intervention Worker one day per week to support families to improve punctuality and attendance.
How do you ensure learners with SEND are included in non-classroom based activities? 

One-to-one support enables the vast majority of pupils to access the entire curriculum and extra-curricular activities. We find parents support the needs of their children where necessary in after school clubs or school trips. Where involvement is inappropriate due to the needs of a child, alternative opportunities are planned.

 All trips/activities are communicated with all parents via our weekly Newsletter. Parent volunteers to attend trips are also requested via the Newsletter.

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

F1 - Y1 pupils to be accompanied by an adult 8am – 8.30am.

A range of after school clubs are available each half-term

Walking Bus – two walking buses operate daily from Sheffield United Academy to/from school.

 

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

All of our SEN pupils, where appropriate, are asked about their IEP targets and progress made towards them by staff in school. Their reflections are recorded termly, where appropriate.

We have an active School Council who participate fully in contributing their own and peers views. Each class has two school council representatives and they meet weekly.

We gather pupil views via questionnaires regularly.

Comments from pupils.


How do you know you are included?
Male Y3 pupil – “I feel included because I get to share my feelings with people.”

Male Y6 pupil – “My teacher uses lollypop sticks to make it fair when asking children questions. She doesn’t just pick on people.”

 How do you let people know your views?
Male Y3 pupil – “If I have any problems I tell staff that I trust.”

Female Y5 pupil – “I feel I can take part in class discussion and I’m not afraid to put my hand up.”

Female Y5 pupil – “In our last class we had a box in our classroom and sometimes we put suggestions in there.”

Male Y5 pupil – “I feel I can tell any member of staff. They are always helpful and sort out everything. Sometimes things get passed to our School Council which makes sure the issues get sorted.”

How do you prepare learners with SEND to progress to, from and within your setting? 

At each transition pupils with additional SEN have 1:1 or group work to prepare them for their next setting. This involves a home-school book, photos of new staff, visiting new classrooms.

Some Y6 pupils with additional SEN needs are offered our Transition Project. This is where staff in school work closely with parents, pupils and secondary schools to prepare them for KS3.

Most of our SEN pupils transfer to Mainstream secondary provision. Some children with more complex needs have transferred to specialist or integrated resource provision.

Comments from pupils.

How are you prepared for transition?
Male Y6 pupil – “I got the chance to look at Notre Dame. I went with Mrs Hopewell and Mrs Winterbottom. I went in Year 5 just to get prepared for another visit in Year 6.”

Male Y5 pupil – “We got a home-school book that showed us our new classroom, teachers and other interesting things. I looked at this a lot before starting in my new class.”

Female Y5 pupil – “We got to visit our new classrooms and spend the afternoon with our new teacher.”

Male Y3 pupil – “I got to meet my new teacher so I didn’t feel scared when starting Year 3.”

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

Yes - www.stcatherinesprimary.org.uk/prospectus

New F1 and F2 starters are invited to a series of Induction Workshops led by professionals and staff in school.
Other new starters interested in attending our school are invited to contact us to arrange a visit of the school.
All pupils new to the school, whatever the age, have a Home Visit.


Last Updated
26/09/2018
Keywords
Schools, Sheffield, Support, Special Educational Needs, SEN, Disabilities, SEND, Education
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