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Stocksbridge Junior School

Summary
Stocksbridge Junior School is a thriving community school, catering for children aged 7 – 11 years with an enviable reputation as a successful, happy and caring school.


Description

The school was opened in 1963 and is situated just off Cedar Road. We are currently a three-form entry school. The children are taught in single age classes. The average class size is around 25.


Who to contact

Contact Name
Mrs Samantha Gaymond
Contact Position
Headteacher
Telephone
0114 288 2221
E-mail
enquiries@stocksbridge-jun.sheffield.sch.uk
Website
Stocksbridge Junior School
Facebook
https://www.facebook.com/StocksbridgeJuniorSchool/
Twitter
https://twitter.com/stocksbridgejnr

Where to go

Name
Stocksbridge Junior School
Address
Cedar Road
Stocksbridge
Sheffield
South Yorkshire
Postcode
S36 1AS

When is it on?

Time / Date Details
Open Monday to Friday (8:40am until 3:10pm) during term time.
Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday
Session Information
Cedar Childcare is open from 7:45am - 8:50am

Inclusion Information

Cater for special dietary requirements
Yes
Dietary needs catered for
Lactose intolerant
Nut allergy
Diabetic
Gluten free
Lacto-vegetarian
Vegan
Halal
Vegetarian
Supports special needs and disabilities
Yes
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
ADD/ADHD
Autistic Spectrum Disorder
Dyslexia
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
7 years to 11 years
Facilities
  • IndoorOutdoor Play
  • Musical Instruments
  • Schools
  • Garden
  • Quiet Area
  • Days out/visits
  • Outdoor play/equipment

Local Offer

Description

Our SEND Information report can be downloaded from the Inclusion @ SJS page of our school website.

Contact Name
Amanda Woods
Contact Telephone
0114 288 2221
Contact Email
enquiries@stocksbridge-jun.sheffield.sch.uk
Links
Stocksbridge Junior School Website
Inclusion @ SJS, including SEN Information report and policies
Local Offer Age Bands
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 

We have 310 children on roll.   Our average class size is around 25. 

Our main feeder schools are Stocksbridge Nursery Infant School and Royd Nursery Infant School. The majority of our pupils then move on to Stocksbridge High School.

How does the setting identify learners with SEN? 
  • All pupils are assessed using the Thrive Assessment Tool to enable whole class, group and individual support to be targeted accurately towards meeting their social and emotional needs.
  • We teach disability awareness through: P4C, citizenship and assembly activities.
  • Where appropriate, following discussion with the child, staff and parents children are supported by an additional adult outside. We open our Thrive provision at lunchtime to offer a smaller, safer and structured place for those pupils with social interaction issues. 
  • We follow plans advised by the Educational Psychologist, Speech and Language service and Autism Team to meet individual needs.
Is your setting physically accessible to all learners? 
  • There is wheelchair access to most parts of the building but not all as we are a two storey building.
  • Adaptations of space have been made to meet the needs of specific children whilst in our setting.
  • We use visual aids such as visual timetables.
  • We provide Dyslexia Friendly classrooms for all learners to ensure that we are providing an inclusive learning environment.
  • We work to meet the recommendations from outside providers following assessment including purchasing equipment where we can.
  • There is quiet space in all classrooms.  We provide sensory spaces within classrooms where necessary.  We have a specific designated quiet, safe building for children.  Access is following a discussion with the child, staff, parents and sometimes professionals. 
  • Children can go to lunch early to eat whilst the hall space is quiet.  Children eat in the environment that meets their needs – e.g. the classroom, The Bungalow or outside.
How does your setting adapt the curriculum for learners with SEND? 
  • The SENCO oversees, supports and facilitates the plans for education programmes which learners with SEND require, following a graduated response.
  • Children with specific requirements have their needs formalised in a variety of plans which are met by the teacher, parents, support staff, SENCO and outside agencies.
  • We are flexible and aim to meet the needs of all learners making reasonable adjustments where required. This is completed in co-production with the child, parents / carer and supporting agencies.
  • We have several activities available to learners with SEND, in addition to those available through the curriculum, such as: social skills groups, physical development through the use of specialised Physical Education teachers, Speech and Language therapy.
What training have your staff received to support learners with SEND? 

We have three classes in each year group, each with a full time teacher. All classes have a teaching assistant to work in class, supporting individual learners and small groups. We have a number of Thrive licensed practitioners, all members of the Senior Leadership Team are licensed practitioners, who help to deliver support for pupils with Social and Emotional Needs.

Staff have received training on: Behaviour management, Autism, Speech and Language communication skills, Dyslexia, Positive Handling, collaborative learning, P4C, First Aid, Thrive, Makaton, Attachment and Trauma.

Staff working with specific children have received further training on: Speech and Language complex needs, SCERTs, Nurture provision, Theraplay, Motor skills development, Bereavement and Loss and specific English and Mathematics intervention support.

How do you communicate with and involve families? 
  • We communicate with parents about their child in a range of ways including: email, learning logs, parents’ evenings, SEND reviews, phone calls, parent sessions, placing general information on our website, meetings and discussion. Our school has an ‘open door’ policy.
  • Parents are involved in reviewing progress and setting outcomes through termly meetings as part of the plan, do, review process
  • We have offered training around autism, Family Thrive and parenting skills and supporting literacy and numeracy skills.
  • We involve parents/carers in the planning of activities and trips through seeking their knowledge of behaviour and medical needs. We discuss concerns or worries that the parents may have and plan to address these. We offer additional support where appropriate. Parents are offered places on the trip to support additional staff where it is agreed necessary.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

All plans set out for groups and individuals are reviewed termly by the class teacher, support staff and SENCO. We monitor success and effectiveness through observation of provision, tracking data scores and meeting the outcomes set out in the plan itself.

The SEND Governor reviews the efficacy of our policy, practise and the information made available to parents and carers. This work is carried out on an annual basis. Information can be accessed via our school website.

What support do you provide for the learners' overall wellbeing? 
  • Social group support is put in place for pupils who are in need of this extra support. Where appropriate we also use the Thrive asessment tool for individual learner profiles and action plans. For individuals with specific needs, we follow advice from outside agencies to support those needs.
  • We teach disability awareness through: PSHE, citizenship and assembly activities.
  • Children who struggle to make friends can use Friendship buddies, social group support and peer mediators
  • Where appropriate, following discussion with the child, staff and parents children are supported by an additional adult outside. We open our Thrive room provision at lunchtime to offer a smaller, safer and structured place for those pupils with social interaction issues. Additional lunchtime staff are provided to manage this.
  • We offer a safe place for the children to come into on entering school.  We work with the child through small group Thrive activities to support them. 
What kind of behavioural interventions do you use? 
  • We have whole school incentives which can be adapted to meet the needs of individual children, where appropriate.
  • Sensory breaks
  • We follow plans advised by the Educational Psychologist to meet individual needs.
  • If a pupil presents more challenging behaviours, a multi element plan is implemented, setting small step targets, offering agreed timeout routines, staff and spaces. Children are offered alternative places in which to work including individual workstations.
  • We have a positive handling policy in place.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • We assist access to learning according to individual needs. We offer individualised plans, group support.
  • We involve parents/carers in the planning of activities and trips through seeking their knowledge of behaviour and medical needs. We discuss concerns or worries that the parents may have and plan to address these. We offer additional support where appropriate. Parents are offered places on the trip to support additional staff where it is agreed necessary.
  • The Senior leadership team and subject co-ordinators observe lessons to ensure that all pupils are included and that all pupils are being supported in their learning and development needs.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

We provide a range of after school clubs, which may include football, cricket, dance, gymnastics, forest schools, gardening, photography or rugby.

 

How do you consult with and involve learners in their education? 
  • Learners are able to contribute their view through School and Class Council.
  • Where appropriate pupils are invited to attend review meetings. Children’s views on their learning and success are sought to inform termly progress reviews.
  • Pupil’s views are sought leading up to EHC planning request being made. These views support the work of the Educational Psychologist
  • We actively advise parents to work with Parent partnership. When this is the case we also work in conjunction with this support group, taking their advice.
  • Subject leaders regularly meet with pupils across school to gain their pupil voice on subject areas.
Do you have an online prospectus? Are there open days for families and learners? 

Our website provides in-depth information about Stocksbridge Junior School for pupils and parents.

Parents' evenings, parent sessions and events are arranged at various times in the year.

Prospective parents are invited to contact the Headteacher to arrange to visit school in order to gain a full insight into the vibrancy of Stocksbridge Junir School.

Do you offer outreach to home educating families? 

We are not currently providing support for home educating families. We provide home learning through our platform Seesaw, if children are off ill.


Last Updated
08/02/2022
Keywords
school, junior, Stocksbridge, outstanding
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