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Coit Primary School

Who to contact

0114 2468710
Coit Primary School

Where to go

Coit Primary School
Park Avenue
S35 1WH

Inclusion Information

Wheelchair Access
Supports special needs and disabilities
Special needs and disabilities experience
Speech, Language & Communication needs
Down's Syndrome
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Cerebral Palsy
Physical Disability/Mobility Issues

Other Details

Age Range
4 years to 11 years
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Johanna Holden, Childminder  Lynn Oates, Childminder  Karen Metcalfe, Childminder 

DISCLAIMER: Coit Primary 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.

Local Offer

  • Coit Primary School is a one-form entry urban primary school
  • Coit has a deprivation index which has remained steady for the past 4 years at half that of the National average
  • Coit has an above average proportion average of pupils with a statement or at SA+ (ROL 2013)
  • The children from Coit are predominantly white British, with a below average number from minority ethnic groups A low number of children have English as additional language. (Evidence ROL 2013)
  • The % of pupils eligible for FSM is below national average
Contact Name
G Rodrigo (SENCO)
Contact Telephone
0114 2468710
Contact Email
School Website
School Ofsted Report
School Prospectus
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

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

There are 208 pupils on roll with an average class size of 30

How does the setting identify learners with SEN? 

Quality first teaching is employed in the first instance and monitored to ensure appropriate differentiation. Children are continually assessed on a half termly basis, culminating in Pupil Progress Meetings with the Headteacher and SENCO. A graduated response to support and intervention ensures a tailored approach towards positive outcomes for all children. Where group and individual intervention strategies fail to make a significant impact, other professional expertise is called upon. Individual plans are reviewed half termly. Parents are informed and involved at all stages of this process. 

Is your setting physically accessible to all learners? 

The facilities we have are fully wheelchair accessible. There is a disabled toilet facility which is large enough for changing and encouraging independence.

The school grounds are secured by fencing around the perimeter.

As a school, the environment reflects a dyslexia friendly environment and all types of learner are supported through whole class and individual daily timetables using Communicate in Print symbols to ensure consistency throughout school. Approaches to teaching take into account different learning styles. Visual stress is reduced for individuals through coloured workbooks and IT screen backgrounds.

Where necessary, individual work stations are in use both inside and outside the immediate classroom. Quiet spaces and a dark den are available to those who require such provision. Modified ICT equipment, chairs and other portable equipment is also made available.

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

Training and support is offered to staff and families alike to improve knowledge and expertise in a range of conditions pertinent to this setting including autism, attachment, dyslexia and speech and language.

The curriculum is designed to support the needs of all learners, including those with SEN(D) and employ quality first teaching in the first instance which is monitored to ensure appropriate differentiation. A graduated response to support and intervention alongside half termly Pupil Progress Meetings ensures a tailored approach towards positive outcomes for all children.

What training have your staff received to support learners with SEND? 
  • Coit is accredited as an Achievement for All school with most staff trained to deliver Structured Conversations with parents.
  • Specific staff are trained in First Aid at work and Pediatric First Aid.
  • Teaching Assistants are trained to deliver named interventions including Fisher Family Trust Wave 3, Specific Learning Difficulties (dyslexia), motor skills, Every Child Counts (numeracy), mentoring, speech and language therapy, Makaton.
  • The SENCO has gained the required national award PgCert in Special Educational Needs and Inclusion.
  • All staff and Governors receive regular updates on the latest developments with regard to special needs. Professional development meetings led by the SENCO and other professionals such as the Learning Support Service and Educational Psychologist raise the profile of conditions and syndromes pertinent to our setting.
  • The induction process for Newly Qualified Teachers is robust with regard to SEN(D) training and support.
  • Lunchtime supervisors are regularly updated on any individual considerations or needs a child / children may have.
How do you communicate with and involve families? 
  • A home-school book is designed to share information between parents and staff
  • E-mail / text is used for circulating information both routine and urgent
  • Termly Parents’ Evenings take place for all learners. Those with SEN(D) are invited to Structured Conversations which allow longer, effective dialogue between school and home. Children’s views are also sought here
  • Parent views are sought prior to any Statutory Annual Review meeting
  • Coit has a parents’ group (CPG) which raises funds for school
  • Training workshops and coffee mornings for parents are organised on aspects of the curriculum, raise awareness of SEN or link both
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Assessments are carried out half termly on all learners and the data used to assess progress. Formative and summative data both qualitative and quantitative is collected termly for specific interventions. All this data is used to evaluate effectiveness of the educational provision along with parental questionnaires on a termly basis. For those children with SEN, their views are also sought during Structured Conversations (termly reviews).

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

The breadth and balance of the curriculum allows for both discrete and integrated teaching and learning in all aspects of wellbeing during whole school assemblies, class circle time, small group targeted sessions and one to one support.

Additional support is given to individual children when the need arises through mentoring, Friendship Club and positive emotion / behaviour charts. Specific interventions including Silver SEAL (Social, Emotional Aspects of Learning) and Time to Talk are other provisions that are made available to groups of children with emotional / behavioural needs.

What kind of behavioural interventions do you use? 

Behaviour plans are put into place if behaviour becomes extreme. These draw on the experience and expertise of parents, staff and other professionals where necessary, when deciding how to modify the behaviour. Specific members of staff are trained in approved positive handling techniques for the safety of all.

Data is analysed on a weekly and half termly basis to ensure that attendance concerns are addressed before serious issues arise as far as is possible. When necessary, outside professionals are requested to become involved.

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

The school endeavours to provide experiences that are fully accessible to every learner. Parent and pupil views are sought in the range of activities on offer.

Parents are welcomed to volunteer in supporting non-classroom based activities.

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

Breakfast Clubs, After School Clubs and Holiday Clubs

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

The views of targeted cohorts of children are regularly sought on a range of different areas. Learners are supported for completing such questionnaires where necessary, particularly regarding information for a review of personal achievement and revised targets. School Council enables representation of pupil voice throughout school. Children review trips and topics in terms of their learning and contribute towards thematic learning for the subsequent academic year. 

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

We are a small primary school with little movement of pupils in and out of school during the year. As a single form entry school, the children remain in their class groupings throughout their time at Coit.

Our pupils join us in Foundation Stage 2 (FS2) from approximately 12 different providers and transition procedures are robust and effective. FS2 pupils make several visits during the Summer term when whole school transition session sessions into the subsequent year group take place. Staff visit FS2 children in their nursery provision and also undertake a home visit.

The majority of pupils transfer to the local comprehensive school where positive links ensure a number of visits are undertaken for different subject taster sessions during the Summer term.

Additional visits are arranged for identified vulnerable pupils where key workers are identified.

Additional transition visits are also arranged for individual pupils throughout school where necessary. Pupil passports are used by the children throughout school to pass on relevant information to the next class teacher. A Parent / Carer Open Evening during the Summer term is a ‘Meet and Greet’ opportunity where subsequent class teachers also present their expectations, topics and routines for the forthcoming year. 

Newcomers to the school are encouraged to visit the setting for familiarity beforehand.

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

Coit has an online prospectus which can be found on the website. Arrangements can be made for anyone to visit school. The school holds regular parents’ evenings for dialogues between staff and parents / carers. Each class holds two family assemblies each year which are very well attended. Parent workshops take place across school throughout the year on academic advice for reading, writing, maths and TASC (Thinking Actively in a Social Context) based activities. An annual ‘Grandparents’ Day’ take place also.

Do you offer outreach to home educating families? 

There are no specific services or facilities offered to those home educating.

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

Equitable opportunities are available for all the children at Coit.

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SEN, SEND, ADHD, ADD,sheffield, learning difficulty,Disability, Special Educational Needs
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