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Forge Valley School


Our vision is that Forge Valley School is a safe, inclusive learning community where pupils and staff learn and thrive together. 

Forge Valley’s ethos is based upon everyone striving to become the very best they can be. As a school we believe that ambition and endeavour help provide our pupils with the mind-set needed, not only to succeed academically, but also in adult life in an ever changing modern world. Our pupils are encouraged to believe in themselves, and that with hard work and resilience, they can achieve their dreams. 

We are an inclusive school which works hard to provide stimulating learning experiences for all our pupils, who are seen as individuals. We work tirelessly to provide a nurturing environment which protects childhood. Everyone at Forge Valley is part of our community, which is founded on respect, tolerance and equality. 

As a school we also realise that our success is not just measured in terms of academic performance. We aim to develop our pupils into well rounded, morally grounded, ambitious and resilient individuals ready to take their place in a dynamic and diverse 21st Century

Who to contact

0114 2348805
School Website
Parent Organisation
Forge Valley School - Integrated Resources

Where to go

Forge Valley School
Wood Lane
S6 5HG

When is it on?

Time / Date Details
School Day is Mon-Fri - 08:40 - 14:50hrs
Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

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

Other Details

Age Range
12 years to 18 years
  • Disabled Facilities
  • Quiet Area

Local Offer

Contact Name
Janet Blackmore
Contact Telephone
0114 2348805
Contact Email
School Ofsted Inspection
School Website
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type

Schools Extended Local Offer Response

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

Approximately 38 pupils per class.

How does the setting identify learners with SEN? 
  • Via SEN Statement
  • Via Educational Healthcare Plan
Is your setting physically accessible to all learners? 
  • The building is wheelchair accessible and there are 3 buildings.
  • There have been improvements in the auditory and visual environment? (including for children who need a low sensory environment).
  • Visual timetables are used. 
  • Learners with SEND are offered specific teaching not offered in mainstream. 
  • There are disabled changing and toilet facilities.
  • There is a quiet safe space which can be accessed by IR students and others if required.  There are quiet places for students to eat if they cannot cope in the noisy dining hall.
How does your setting adapt the curriculum for learners with SEND? 

Janet Blackmore, Associate SENCO, will oversee and plan the education programme for SEN learners.

The settings approaches to differentiation include:

  • Support in lessons
  • Withdrawal where required
  • Differentiation is embedded in all mainstream lessons.

There is flexibility around breaks, lessons and dining if needed.

Activities are available to learners with SEND in addition to those available through the curriculum. These include:

  • Communication group
  • Lifeskills group
  • Autism specific group work
  • Speech & Language therapy
What training have your staff received to support learners with SEND? 

Training undertaken by staff includes:

  • Autism
  • Speech & Language
  • Literacy
  • Numeracy
  • Social skills

All relevant staff (including peripatetic teachers, supply teachers, welfare supervisors, office staff) are aware of learners’ needs through the SEN register on the MLE.

We do access specialist expertise.

We have a First Aid Officer who administrators medication.

How do you communicate with and involve families? 

Communication is made by telephone visits, letters, e-mail and visits.   Parents are involved in target setting during the annual review, progress in lessons, reports and at parents’ evenings.  We do not offer parent training or learning events in relation to SEN.  We do not have an SEN group for parents.  If required we would use an interpreter to communicate with parents whose first language is not English.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Whole School Self –Evaluation.
  • Achievement of all students incl. SEN
  • Constant evaluation through intervention records.
What support do you provide for the learners' overall wellbeing? 
  • We monitor and support students with a therapeutic environment, keyworker support and effective relationships.
  • Disability awareness is taught to learners through assemblies and tutor groups.
  • Social skills groups, buddies and circle of friends are all initiatives used to support learners who struggle to make friends. Vulnerable learners have access to the IR base during unstructured periods.  The whole support package of the IR is used to support learners for whom school is a cause of anxiety.
What kind of behavioural interventions do you use? 

Behaviour modification, anger management, self-esteem support and the behaviour policy are all used to support behaviour.

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

Students are supported on trips, they participate in drama productions incl. peripatetic music lessons and special sporting activities.

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

After School Clubs.

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

Learners are able to contribute their views through their keyworker and annual reviews.

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

We offer open days for parents / carers of Y5 and Y6 pupils. Please see our website for more details.

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