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Wincobank Nursery Infant School

Wincobank Nursery and Infant School is a multi-cultural inner city school educating children from 2-7 Years. We offer 30 hours free early learning for 2, 3 and 4 year olds, parents can also purchase additional wrap around care between 8am and 5pm daily.


Wincobank Nursery and Infant School is a multi-cultural inner city school educating children from 2-7 Years. We offer 30 hours free early learning for 2, 3 and 4 year olds, parents can also purchase additional wrap around care between 8am and 5pm daily. Our 2 year old provision, our nursery and FS2  have all been awarded the Sheffield Quality Mark each year with specific strengths in supporting childrens thinking skills development and the language support provided for children at all ability levels

The school is a highly inclusive and welcoming school which offers high quality small group teaching for children across all age ranges and prides itself on outstanding progress. Breakfast club and after school care are available for all school aged children. Parents are welcome to come and look around.

We are also a part of the Brigantia Learning Trust. 

Who to contact

Contact Name
Linda Hoyle
Contact Position
Executive Principal
0114 249 0590
Tracy O'Malley -
Wincobank Nursery Infants School Website

Where to go

Wincobank Nursery and Infant School
Newman Road
South Yorkshire
S9 1LU

contact Traveline 01709 515151 or

When is it on?

Time / Date Details
Wrap around child care available Monday- Friday 8am until 5pm
Time of day
Session Information
See above

Inclusion Information

Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Gluten free
Supports special needs and disabilities
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Additional special needs information
Staff able to use Makaton and Rebus Symbols
Able to accommodate other cultures/ethnicities
Culture/ethnicities accommodated

Other Details

Age Range
2 years to 7 years
  • Disabled Facilities
Providers who offer pickups from this setting
Abigail Merrill-Dillon, Childminder  Helen Hall, Childminder 

DISCLAIMER: Wincobank Nursery Infant School 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.

Childcare Information


Immediate vacancies

Funded Early Learning

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

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.00am 5pm
Tuesday 8.00am 5pm
Wednesday 8.00am 5pm
Thursday 8.00am 5pm
Friday 8.00am 5pm
Disabled Facilities

School Pickups

Offers pickups

Local Offer


Wincobank Nursery and Infant School is a multi-cultural inner- city school educating children from 2-7. We are a welcoming, inclusive school, who endeavour to provide the best education and care possible for each and every child who sets foot through our door. Our Pre-School opened in 2015 which enables us to provide education for 2 year olds. We have a 26 place nursery, which offers morning and afternoon sessions, as well as full days. There are 236 NOR including nursery. There are 2 classes for each year group. In each group we have purposely over-staffed so that there are 3 teachers in each year group to provide small group, bespoke teaching to best fit the needs of our children. We also provide a breakfast club and afterschool care. We also employ sports companies to provide some extracurricular activities after school, such as football and gymnastics.

Contact Name
Tracy O'Malley
Contact Telephone
SENDCo/Head of School/DSL
Contact Email
School Inspection Report
School SEND page
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

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


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

At present, we have 220 pupils on roll. The average class size is 30.

How does the setting identify learners with SEN? 

All teachers are teachers of pupils with special educational needs or disabilities. Teaching such pupils is therefore a whole school responsibility. At the heart of the work of every class is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of pupils. The majority of pupils learn and progress within these arrangements. Those pupils whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs. Before entry to Year 1, the school assesses each pupil’s current levels of attainment in order to ensure that they build upon the pattern of learning and experience already established during the pupil’s pre-school years. If the pupil already has an identified special educational need or disability, the child`s class teacher and the SENCO use this information to:  Provide starting points for the development of an appropriate curriculum.  Identify and focus attention on action to support the pupil within the class  Use the assessment processes to identify any learning difficulties  Ensure ongoing observation and assessment provide regular feedback about the pupil’s achievements and experiences to form the basis for planning the next steps of the pupil’s learning  Involve parents/carers in implementing a joint learning approach at home.

In the Early Years` Setting, the Government’s Early Learning Goals set out what most pupils will have achieved by the end of the foundation stage/school reception year. Pupils progress at different rates during the foundation stage. By the end of this stage some pupils may still be working towards the goals. Such pupils will need differentiated learning opportunities to help them progress and need regular monitoring of their progress. Once practitioners have identified that a pupil has special educational needs, additional support is given. If this intervention does not enable the pupil to make satisfactory progress the SENCO may need to seek advice and support from external agencies. An essential initial step is to ensure that parents/carers contribute their knowledge and understanding of their child and raise any concerns they may have about their child’s needs and the provision that is being made for them. Although the teacher has the main responsibility for children, all members of staff are responsible for observing the behaviours and skill development of children with SEND, and these observations are then discussed at review meetings. The teacher in Nursery also takes responsibility for communicating with outside agencies, and she is in regular contact with health visitors, communication therapists and the Under-fives Team at Ryegate. From Year 1, baseline measures are established for every pupil and progress is measured from that point. Half- termly meetings are held between the SENCO and individual class teachers to discuss progress made and identify any pupil needs not being met. Plans are agreed and reviewed at these meetings. All pupils undertake half-termly progress reviews. Pupils who follow a program are also assessed half termly. In addition, reviews are held with parents/carers of pupils with SEN three times a year. These conversations include a review of pupil progress. All parents/carers receive information about pupils` progress throughout the year. Assessments are also available from Sheffield Local Authority Services including Early Years Inclusion, Learning Support Service, Speech and Language Service, Educational Psychologist. The identification and assessment of the special educational needs of pupils whose first language is not English requires particular care. Where there is uncertainty about an individual child, teachers look carefully at all aspects of a child’s performance in different subjects to establish whether the problems they have in the classroom are due to limitations in their command of the language that is used there or arise from special educational needs. In order to help pupils who have special educational needs, the school adopts a graduated response that recognises there is a continuum of special educational needs and bring increasing specialist expertise to bear on the difficulties that a pupil may be experiencing. 

Is your setting physically accessible to all learners? 
  • There is a main school building on 2 levels with smaller separate building for the pre-school.
  • Visual timetables are used by all classes. Additionally, individual visual timetables are given to children who require this.
  • We have 1 disabled toilet on the lower floor.
  • Small groups of pupils are withdrawn for extra support with individual needs, such as emotional literacy, English, speaking and listening.
  • Personalised approaches and resources are used using Communicate in Print and social stories, when appropriate.
  • We also make personal resources for children with visual impairment with resources printed in colour; we also do this for children with specific learning difficulties, if appropriate.
  • There are separate and secure outside areas for both nursery, FS2 and Keystage 1 with climbing frame, grassed areas and large equipment. The school is surrounded by a high fence and entry is restricted for all visitors.
    The SENCO and class teachers ensure that children who need 1:1 for emotional and social reasons gets time to talk, as well as undertaking social/emotional programmes, if appropriate.
  • For children who cannot cope with the noisy dinner hall, there are a couple of allocated tables in school where a teaching assistant can supervise them or support them where necessary.
How does your setting adapt the curriculum for learners with SEND? 

The Code of Practice underlines the responsibility held by all staff for teaching the range of pupils in school.  It points out that the National Curriculum inclusion statement offers three key principles of inclusion:

  • setting suitable learning challenges
  • responding to pupils’ diverse needs
  • overcoming potential barriers to learning and assessment for individuals and groups of pupils

Action to meet SEND tends to fall within four broad strands:

  • assessment, planning and review
  • grouping for teaching purposes
  • additional human resources
  • curriculum and teaching methods

For some pupils, it is necessary to choose work from earlier key stages so they are able to progress and demonstrate attainment.


Wherever possible, students with SEND are not a separate group.  As far as is appropriate for their own needs, within the school’s finite resources and compatible with the efficient education of other pupils, they are integrated into mainstream classes and supported within them.

Students are only withdrawn from mainstream groups on a regular basis:

  • to receive help with literacy, numeracy, speech and language, behavioural, emotional or social skills.
  • to work with Educational Psychologist or other Local Authority Support Teams.


The SENCo will offer advice and give strategies to teachers on strategies/interventions that may support individual children.


A team of skilled Teaching Assistants is used throughout the school to work alongside teaching staff in meeting the needs of pupils. They may support pupils with SEND by giving help within class, offering smaller group support, working with individual pupils or with parents/carers. The SENCO ensures  that pupils for whom the school receives additional resources, via delegated funding are receiving the designated amount of support. There is also an allocation from the school budget to supply materials and resources to support the work with students with SEND throughout the school.

When staff identify that a pupil has special educational needs, then the SENCO and the teacher devise interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. 


All interventions are monitored continuously, after discussion with staff, interventions will be set up by the headteacher and the SENCO for individual children/groups of children with a similar need. This will then feed into our provision map.


The SENCO/Head of School and the Executive Principal take the lead in:

  • Planning future interventions for the pupil, in discussion with staff
  • Monitoring and reviewing the action and
  • Ensuring that parents/carers are involved at all stages


The SENCO, in consultation with parents/carers, seek advice or support from outside specialists, as part of a graduated approach e.g. from  the Educational Psychologist


The SENCO takes the lead in:

  • Any further assessment of the pupil
  • Planning further interventions for the pupil in discussion with staff
  • Monitoring and reviewing the action taken but responsibility for the day-to-day teaching still lies with the class teacher.


At present, it may be that the pupil holds an Education, HealthCare Plan.  This indicates that the help already given was not sufficient to enable the pupil to make adequate progress.    Teaching Assistants are attached to each class.


The school’s system for observing and assessing the progress of individual pupils provides information about areas where a pupil is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENCo to consider what else might be done. This review may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. The key test of the need for action is evidence that current rates of progress are inadequate. Adequate progress can be defined in a number of ways. It might be progress which:

  • Closes the attainment gap between the pupil and their peers
  • Prevents the attainment gap growing wider
  • Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  • Matches or betters the pupil’s previous rate of progress
  • Ensures access to the full curriculum
  • Demonstrates an improvement in self-help, social or personal skills
  • Demonstrates improvements in the pupil’s behaviour.

All pupils receiving an additional intervention are identified and their progress is monitored and evaluated throughout the year.


Half- termly meetings are held between the SENCO/Head of School, Executive Principal and the teachers to discuss progress made and identify any pupil`s needs not being met. Plans are agreed and reviewed at these meetings.   Also, all parents/carers receive information about pupils` progress throughout the year and/or are invited to meet with staff every term at least.  If the teacher/SENCO is concerned about a child, the SENCO/teacher will have a discussion with parents to gain their views and inform them of support that will be given.


Support may be offered to groups or individuals and is aimed to answer individual need.

Strategies may include

  • An extra teaching assistant being put into a class to support an individual/small group of children.
  • A teaching assistant to be allocated a specific learning programme to fit with the child’s needs.
  • Cross-phase working
  • Computer-based programmes - Lexia
  • Individual counselling
  • Half-termly reviews of progress by the SENCO and development of further strategies
  • Support around transition points into Nursery, Nursery to Reception, Foundation Stage to Y1, and in particular Y2 to Y3 into one of the Junior Schools.
  • Access to Educational Psychologist
  • Access to Learning support service
  • Access to Early Years Inclusion

Pupils are taught, as far as possible, in classes with their peers where they may receive additional support from Teaching Assistants.  They may also receive additional support from Teaching Assistants in withdrawal groups, if felt necessary. Support may be offered to groups or individuals and is aimed to answer individual need.


Possible programmes that we may run include (this list is not exhaustive as we aim to run programmes for the needs of an individual so programmes may be added or removed when appropriate.


Speech and Language



1:1 Speech and language support



  • Reading 1:1
  • Access to Speech and Language Service, Learning Support, Visual and Hearing Teams
  • Multi-sensory teaching including alphabet arc and shape coding


Social, Emotional and Behavioural needs

  • Support into classes
  • Home visits
  • Family Support
  • Support from Attendance Workers
  • Access to Autism Team,
  • Liaison with MAST, CAMHS, Ryegate, CYP, Social care, Health
  • Time out of class with a member of the inclusion team.
  • Social Stories


Physical/ Health

  • Jump ahead (if anyone needs it)
  • Write dance (based in FS2 but other children who need it will be able to join)
What training have your staff received to support learners with SEND? 

Training for staff is extensive. This occurs each week on Tuesdays. The programme centres around ensuring daily high quality first teaching by all staff and includes sessions on specific needs and the progress of each pupil. This training is usually given by the SENCo or an outside agency.

In addition, the Inclusion Team and key members of staff attends a wide range of Inset which recently includes, and there will be more this year :

  • The administrators of medicine are trained in giving insulin, peg feeding and administering diazepam
  • Learning – SEN Code of Practice, dyslexia, phonics
  • Social, Emotional, Behavioural – sexual exploitation, Mental Health (there has been a lot of training on this as we have joined the healthy minds project), Team Teach, , Autism
  • Physical/ Health – Moving and Handling, INPP neuro motor program
  • Prevent
  • ADHD training
  • Social Stories Training
  • Makaton training
  • Learning – SEN Code of Practice, dyslexia, phonics
  • Attachment disorder
  • Hearing Impairment
  • Multi-sensory teaching
  • Shape coding
  • Pre-teach and vocabulary based interventions
  • High quality circle time
  • Word aware
  • Birmingham Toolkit
  • Social Stories 
  • 5 point scale deescalation strategies 

Profiles are completed for all pupils with marked SEN and these are available for all staff including supply/ temporary staff. The profiles provide suggestions for teaching approaches and an outline of a pupil`s strengths and difficulties.      


How do you communicate with and involve families? 

Partnership with parents/carers is essential for enabling children and young people with SEND to achieve their potential. Parents/carers hold key information and have knowledge and experience to contribute to the shared view of a pupil’s needs and the best ways of supporting them. Parents/carers of pupils with SEND are treated as partners and supported to play an active and valued role in their children’s education. The school tries to provide user-friendly information for parents/carers.

Parents/carers should have knowledge of their child’s entitlement within the SEND framework.  They must be told when SEN is first identified.  They are consulted and involved in the review of progress, target setting and planning the programme until the next review.


Permission must be sought from parents/carers before any individual programme is begun or before any external agency works with their child.


Parents/carers are invited to attend all reviews of students. Reviews occur each term.

The SENCO tries to ensure that parents are clear about aspects of the Code of Practice and the procedures involved in it.  They liaise closely with the parents/carers of any pupil with SEND who is experiencing difficulties with learning.  This liaison may be managed by letter, phone, meeting or visit.

Parents/carers are contacted when their child is absent from school by phone unless they have contacted school already. They will be visited at home if there is no response. Contact with home is very regular if parents request support or problems emerge. This contact may be via home visits, phone calls, home-school book, daily report or meetings in school.

School staff try to be flexible with timings to minimise disruption for parents` working hours. 


Parents of families whose first language is not English are supported by Teaching Assistants or teachers who have the same language, if at all possible.

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 school’s policy and practice is reviewed annually by monitoring those pupils’ achievements that are identified as having SEN. Numbers of pupils identified as having special needs are also monitored and reported to parents/carers and directors through the Annual Parent/Carers Directors` Report.


Pupil progress is monitored and evaluated against success in meeting their targets and also the progress they have made through any intervention programmes. .

In school, there is a half termly scrutiny of the progress of each pupil by teachers and Senior Leaders.

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

There is a wide range of provision to support the wellbeing of all pupils through school:

  • Personal and Social Education is taught across the school. This programme includes disability awareness, online safety, building successful relationships and British Values.
  • The SENCO and key staff make themselves available to children who need extra support for whatever reason for counselling/to listen/for a “chat”. This may be due to family bereavement, anxiety, friendship issues, etc.
  • Some pupils have early dinners and have arrangements to move around the school avoiding busy times. 
  • Support is offered at breaks and lunchtimes for pupils who need this.
  • Worry boxes are provided for children where required
  • Allocated space for children to be in a calm environment to access calming resources and/or time to draw and talk with a member of staff.


What kind of behavioural interventions do you use? 

School/staff provide a strong basis to support behavioural difficulties and avoid exclusions.

    • Attendance Workers, employed by school, visit homes and meet with families to prevent problems with attendance.
    • Behaviour support room available daily in an afternoon to support social skills, positive behaviours, emotional wellbeing for children we believe would benefit from this
    • We monitor behaviour closely. This is looked at by the SENCO and the behaviour lead regularly. If we feel behaviour is slipping for whatever reason, we will discuss this with parents and with the child, as quite often there is a reason for this.
    • We work very closely with parents to try to avoid exclusions.
    • Liaise with external agencies such as Educational Psychology and the primary inclusion service.
How do you ensure learners with SEND are included in non-classroom based activities? 

School is committed to ensuring that pupils with SEN have access to all activities in the school. Parents/ carers support some trips where needed. Before any major trips/ visits, there are meetings with parents/carers and permission is always sought from parents/ carers before any visit out of school.  

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

Yes outside agencies run these clubs including kickstart and the Sheffield Wednesday Football Club. Most nights there is a club on until 4:15. We also provide an afterschool club to give wrap around care for working parents

Breakfast clubs: 


After school clubs:

Yes outside agencies run these clubs including kickstart and the Sheffield Wednesday Football Club. Most nights there is a club on until 4:15.

We also provide an afterschool club to give wrap around care for working parents until 5pm

Holiday clubs

Not as yet

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

Strategies employed to enable the pupil to make progress are recorded within an Individual Profile.  The Profile  includes:

  • Description  of the pupil`s strengths and difficulties
  • Pupils’ views
  • Parents’ views
  • Teaching strategies to be used
  • Provision to be put in place


Progress is reviewed by staff each half term and then reviewed with parents/carers three times a year when parents/carers’ views on their child’s progress is sought. This review includes information from class teachers. Parents/carers are expected to attend each review.

Before a review the class teacher will ask the pupil to discuss anything that they find difficult

and they would like help with, and to discuss the strengths they feel they have.

Parents/carers receive a copy of the updated Profile following the review.  Parents/carers are informed that the Profile will be circulated to their child’s teachers in order that appropriate strategies for support may be developed. 


During a review, pupils are encouraged to discuss any barriers to their learning that they are experiencing and what they would like done about these.  Pupil views are also sought on whether the support provided through a Teaching Assistant or equipment enables them to fully participate in learning. During the review, the views of the pupil are also sought about progress made, any problems they may be experiencing and any further support which might be offered.

The pupil will only be present for part of the review meeting to enable parents/carers and professionals to have an open and honest discussion.


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

The prospectus is currently been updated.
We have regular open days for the school
We have regular open mornings for parents to participate in various activities with their child.
We also have regular informal coffee mornings, all parents are invited to this.

Parents are welcome to phone and visit anytime. 

Do you offer outreach to home educating families? 

This has not occurred as yet.

We would refer families to MAST as an early intervention to support families 

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

Not at present

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