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Acres Hill Community Primary School - part of Sheffield South East Trust


We are an average sized but growing Primary school serving an increasingly socially and ethnically diverse community in Darnall, Sheffield. Our on-site nursery has a full-time capacity of 26.

Who to contact

0114 2441512

Where to go

Acres Hill Community Primary School
Mather Road
South Yorkshire
S9 4GQ

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Wheelchair access details
The building is fully accessible for wheelchair users, with a lift enabling access to the first floor. The entire school site is flat, in most places with an exterior perimeter fence.
Supports special needs and disabilities
Special needs and disabilities experience
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
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
Early-Stage Care 

DISCLAIMER: Acres Hill Community Primary School - part of Sheffield South East Trust 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


We are an average sized but growing Primary school serving an increasingly socially and ethnically diverse community in Darnall, Sheffield. Our on-site nursery has a full-time capacity of 26.


Contact Name
Jenny Palmer
Contact Telephone
0114 2441512
Contact Email
Ofsted Inspection Report
School Website
Local Offer Age Bands
Early Years (0-4 years)
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 

We have 350 pupils on roll.

How does the setting identify learners with SEN? 

Parents and class teachers may pass on initial concerns to the SENCO.

After a period of monitoring and further investigations, should the concerns remain, parents will be invited into school to discuss the options available which include, further monitoring and in school interventions, referrals to outside agencies such as Speech and Language, Ryegate, Child And Adolescent Mental Health Service (CAMHS) etc. and our embedded Educational Psychology support.

Is your setting physically accessible to all learners? 

The building is fully accessible for wheelchair users, with a lift enabling access to the first floor. The entire school site is flat, in most places with an exterior perimeter fence. Entrance to the site is monitored and controlled via an electronic intercom system.

There are three disabled toilets throughout the school, covering each area.

Visual aids are used within classrooms, with every class, across all key stages, using a consistent approach to visual timetabling. For children requiring more support, an individual and personalised approach is used, again following the same principles as the rest of the school.

If children have specific needs, we are able to make changes to the environment which may include additional equipment to enable every child to access all areas. We work closely with specialist agencies and are able to procure or lease additional specialist equipment as necessary, following recommendations from professionals.

Each classroom has a quiet area which all children can access. Where individuals may have a greater need this can be negotiated with all parties and spaces designated accordingly.

The play areas have been zoned to provide children with a choice between active and quiet activities.

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

Each class provides learning opportunities at a “core” level which is age related. Teachers then differentiate this for children who require a “supported” or “extended” curriculum.

The school recognises that some children may require a more personalised approach enabling them to fully access the curriculum. This requires informed communications between all parties in order to create a relevant plan for the child, drawing on advice and recommendations from other professionals as required. This plan will then be monitored and adapted accordingly.

In addition to the curriculum, the school also offers additional interventions and provision for children with SEND, the frequency of visits or timescales of involvement is again personalised for each child.

The school works closely with the speech and language service to develop and deliver individual or small group language programmes for children.

A newly developed nurture group is available for children requiring additional support regarding social skills or behaviours.

There is also enhanced provision offered for those children requiring additional literacy or numeracy based support to reach age related expectations, enabling the attainment gap to be narrowed and allowing the children to be integrated back into the classroom and work with their peers.

After school clubs are available to all children but may be recommended for children with SEND to further develop specific skills, such as physical motor skills or social interactions.

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

All staff have a basic understanding of SEN issues and procedures.  Previous staff training has taken place on:

  • Makaton, Communicate in Print, Cued articulation.
  • Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), specific needs, Dyslexia, speech and language difficulties.
  • Bereavement.

 A number of staff have undertaken specialist training in

  • Supporting children with Dyslexia
  • Intervention programmes such as FFT Wave 3, 1st Class @ Number and Writeaway
  • Speech therapy programmes such as Narrative Improvement Programme (NIP), Vocabulary Improvement Programme (VIP) and Language Enrichment Activity Programme (LEAP)
  • Individualised Learning Programmes

 We have been accredited by ESCAL as a communication friendly school.  We access specialist SEN support through our embedded educational psychologist.

How do you communicate with and involve families? 

Home and school communication is a vital part of our work at Acres Hill. All parents are invited to attend three open days each year with their child’s class teacher.

In addition to this, parents of children with SEND are invited for termly SEN reviews. At these reviews the parents will be encouraged to discuss their child’s progress with their class teacher. This also provides an opportunity for both the parent and child to be involved in the target setting and review stages linked to their individual targets

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Every child’s progress and attainment is monitored and recorded on a half termly basis. This information is then reviewed and analysed as part of a pupil progress meeting. These meetings discuss the in class provision and support on offer for children with SEND and the effectiveness of it. Children with SEND may then be identified for additional interventions at these meetings.

Any additional interventions are also monitored on a half termly basis where progress is discussed with those delivering the intervention. Decisions are then made as to whether it is beneficial to continue, adjust or discontinue that intervention.

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

A nurture group is available for children with identified needs to access in order to provide social and emotional support, following a holistic curriculum.

Referrals for the nurture group are made in consultation with the class teachers, SENCO, nurture group leader and parents. A variety of assessment procedures are then used to support an informed selection.

In class, PSHE (SEAL) addresses sensitive issues such as disability awareness and loneliness, as does the school’s topic work. The school follows the International Primary Curriculum (IPC) which allows these issues to be further explored in different contexts.

The school’s inclusion team offers additional one to one or small group support for those children who may be experiencing difficulties, making them vulnerable to anxiety or other stresses.

At playtimes staff monitor friendships and encourage children to join in with others or guide them towards activities as necessary.

Individual support is offered to those vulnerable learners who need support during unstructured periods of the school day. This support may include carefully structured conversations or visual resources allowing the children to make informed choices.

What kind of behavioural interventions do you use? 

All teachers have a basic understanding of the principles for promoting positive behaviour. We have a small pastoral team consisting of a learning mentor and pupil support assistant who support children with behavioural or emotional difficulties, often this includes direct work with families and may result in referrals to outside agencies such as MAST for more specialist support.

 Exclusions are used as a last resort where a pupil’s behaviour has put or is in danger of putting themselves or others at direct risk of injury or harm.

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

Acres Hill strives to be as inclusive as possible. All learners with SEND are invited to attend after school clubs and out of school visits and any adaptations are carefully considered.

Conversations are held between parents and class teachers to discuss how the child’s needs can be better met throughout the activity and parents are invited to attend if they wish.


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

Breakfast Club; After School Club; Holiday Club

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

Learners are involved in creating their own Individual Education Plans (IEPs) and they select a target to work towards. This is often done in an informal meeting with the class teacher or SENCO. This is then discussed further with parents.

Staff are encouraged to allow children to contribute their views and opinions wherever possible and the school council provides a further platform for pupil voice

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

All prospective new starters are invited to visit the school before applying for a place or starting school. This provides an opportunity to meet with members of the SLT , the SENCO and learning mentor to discuss any additional needs or support which may be required. This also enables the school at assess any adaptations which may be needed to better support the child.

Transition meetings are held at the end of every academic year where both the child and parents meet with the new teacher.

The child will also visit their new classroom and clear conversations will be held about similarities and differences to the previous class.

Classes are being mixed for the first time this year due to our expansion. We have created three mixed y3/y4 classes and three mixed y5/y6 classes. Families were consulted and encouraged to express preferences for friendship groups to remain. These requests were carefully considered when creating the new classes, along with other factors including attainment, ethnicity, gender, pupil premium and SEND, ensuring that the classes are fairly balanced.

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

The school booklet is available on the school website.

The school holds an annual community day which is open to everybody. There is also a Christmas fair and spring parade.

Parents are encouraged to come into classes each morning and complete morning work with their child. This open door approach also enables parents to have regular, informal conversations with parents.

Last Updated
School,Primary, Special Education Needs, SEN, Additional Support, SEND, Disability
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