Skip to main content

Nether Green Infant School

Our school is situated on the outskirts of the south west of Sheffield city centre. We are full of 200 happy, hard-working four to seven year olds and a dedicated and committed staff team. Our most recent Ofsted inspection in July 2018 acknowledged that we are a 'good' school and confirmed that 'Pupils receive a good quality of education. Staff teach exciting and engaging lessons'. We belie...


We are a mainstream infant school with children from age 4 to 7 years.  Children are taught primarily in year groups and we have one mixed age class taking children from Year One and Two.

Who to contact

0114 2304094
Nether Green Infant School website

Where to go

Nether Green Infant School
Stumperlowe Park Road
S10 3QP

When is it on?

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

Inclusion Information

Wheelchair Access
Wheelchair access details
The building is accessible to a wheelchair using entry via the car park.
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
4 years to 7 years
  • Parking
  • Disabled Facilities
  • Quiet Area
  • Secure setting
Providers who offer pickups from this setting
Nether Green Infant After School Club  Samantha Hiley, Childminder  Fulwood Nursery Limited 

DISCLAIMER: Nether Green 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.

Local Offer


We are a mainstream infant school with children from age 4 to 7 years.  Children are taught primarily in year groups and we have one mixed age class taking children from Year One and Two.

At Nether Green Infant School we believe that every child has a statutory and equal right to a full and rounded education in order to participate fully in our school and achieve their full potential.  We are committed to providing inclusive primary education.  We value diversity and welcome all children regardless of additional or special needs.  We believe that every teacher is a teacher of every child including those with SEND and we seek to support each child, their family and carers.

Contact Name
Amy Stackhouse (SENCO)
Contact Telephone
0114 2304094
Contact Email
Ofsted Report
Nether Green Infant School website
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 

Average class size: 30

Foundation Stage: 25

Pupils on roll: 225

How does the setting identify learners with SEN? 
  • Staff monitor pupil progress on a half termly basis and will raise concerns around a child’s needs and progress with the SENCo at any time. 
  • Children are monitored by the class teacher and SENCo and in discussion with parents; external professionals would be requested to carry out specialist assessments.
Is your setting physically accessible to all learners? 
  • The building is accessible to a wheelchair using entry via the car park.
  •  The school is built on a sloping site and contains flights of stairs to the classrooms and the playground.
  • There is one main school building where all the facilities are and one mobile classroom across the playground.
  • The auditory conditions are good and have been recently reviewed by the Hearing Impaired Service as part of support to a child in school.
  • Whole class visual timetables are used by children in Foundation Stage and also individually for children who benefit from this type of support. 
  • Support for children with SEND is provided by teaching assistants based within classes and across the school. 
  • There are two quiet rooms where children can be supported in a small group or individually in addition to support within classrooms.
  • We have a disabled adult toilet and disabled toilet cubicle within the Foundation Stage toilets.
  • There are changing facilities with a changing bed.
  • The playground is fenced with a metal fence and accessed by coded gates.
  • During lunchtimes if a child needs a quiet space to eat they can sit at a table in the entrance area just off the main school dining hall.
How does your setting adapt the curriculum for learners with SEND? 
  • We provide support to children both with and without an Education Health Care Plan across a range of needs. 
  • The class teacher has primary responsibility for overseeing and planning the education programme for a learner with SEN. 
  • This involves planning for support using teaching assistants based in classrooms and across the school.
  • The School support plans are written by class teachers with support from the SENCO following review meetings involving parents, class teachers, teaching assistants and where appropriate external agencies. 
  • The outcomes and targets are monitored by the class teacher and SENCo and shared with parents at review meetings. 
  • Differentiation is a core principle of planning and changes to routines would be considered on an individual basis to support the learning of individual pupils e.g. part time transition into Foundation Stage for those children joining us.
  • We run a range of intervention programmes such as social skills groups, gross and fine motor skills, additional phonics and spelling support, basic numeracy skills support using Numicon and other resources and Speech and Language Therapy support such as the Vocabulary Improvement Programme.
What training have your staff received to support learners with SEND? 
  • We have had whole school Makaton training (Basic Level) and this is used as part of assemblies and in classrooms.
  •  Individual teaching assistants have had training using PECS to support particular children.
  • We have had whole school training for supporting children with Autism, Speech and Communication needs, Dyslexia and Emotional and Well Being.
  • The majority of these courses have been provided by external specialists and we work closely with these specialists in Educational Psychology, Learning Support Service, Autism Team, Early Years Inclusion, Speech and Language Therapy, Hearing Impaired Service and Vision Impaired Service, Occupational Therapy and Physiotherapy.
  • According to the needs of particular children individual members of staff have also received specific training e.g. supporting children with Dysfluency. 
  • The SENCo attends termly SENCo briefings to keep up to date with new support available and changes to SEN provision and guidelines.
  • We have staff trained to administer medicines, provide feeding support at lunchtimes and to provide personal care.
How do you communicate with and involve families? 
  • Communication is done through regular contact with the class teacher and SENCo or email with the SENCo.
  • Some children have a home-school book or visual sheet which shows what they have done at school today. 
  • Parents Evenings are held termly and Support plan reviews are also held termly. 
  • These involve reviewing targets and setting new targets with parents, the class teacher, teaching assistants who are involved in the support for that child, the SENCo and, where appropriate, external agencies.
  • These reviewed Support plans Plans and new Support plans are sent to all involved in the meeting and support of that child.
  • We have a monthly SEN group for parents which is run by parents for parents.
  • We sometimes have arranged for external agencies to speak at these sessions following discussions with the parents involved for example our Educational Psychologist.
  • We have recently provided an evening event looking at the use of Numicon to support children with maths at home.
  • When necessary we would request the use of an interpreter to support meetings 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? 
  • We send a parent questionnaire home on an annual basis and scores and suggestions are used to evaluate and continually improve our practice.
  • The SENCo provides a termly report to Full Governing Body meetings and meets with the SEN Governor to discuss provision and any issues. 
  • The progress of learners with SEN is monitored by the class teacher and SENCo through the class trackers updated half termly. 
  • On an Annual basis the SENCo reviews progress for those children who have received support and intervention programmes using APS data. 
  • This is shared with the Headteacher, Deputy Headteacher and class teachers.
What support do you provide for the learners' overall wellbeing? 
  • Regular circle time, Social and Emotional Aspects of Learning and Personal, Social & Health Education lessons take part in all classrooms as part of the curriculum and are also used to support children with particular issues.
  • We use worry boxes in each classroom.
  • Teaching assistants have worked individually and in small groups with children who have needed support to boost their social and emotional wellbeing.
  • We have had individual sessions run by the NSPCC.
  • We have children with EHCPs in classes and before any children change classes, in consultation with parents of those children, we have shared their needs and strengths with the child’s new classmates.
  • Social skills groups are used to support learners who might find it difficult to make and maintain friendships as well as adult support scaffolding interactions in the classroom setting. 
  • At staff meetings all staff are made aware of particular children’s needs during break times so that all adults on duty are aware of any issues. 
  • Some children have had support during unstructured times due to mobility and social issues. 
  • The SENCo has also met with Midday Supervisors to discuss any needs of children joining us.
  • We try to establish a relationship with a trusted adult for children who are anxious about school.
What kind of behavioural interventions do you use? 
  • Children are encouraged to set targets to help manage behaviour with the class teacher, parents and teaching assistants. 
  • These targets are monitored through positive behaviour charts and rewards and sanctions, giving children jobs or responsibilities. 
  • Children who may struggle to manage their behaviour are encouraged to establish a ‘safe’ place in their classroom with the class teacher where they can go to calm down.
  • An alert card is used by class teachers if that behaviour cannot be safely contained in the classroom and another member of staff would sit with that child or encourage them to leave the classroom for a quieter and safer place.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • All children have attended school trips including learners with SEND that might have mobility and/or learning needs. 
  • This often involves liaison with parents to discuss arrangements for the trip e.g. travelling there and moving around once they are there.
  • This might involve the parent coming on the trip or a teaching assistant supporting that child.
  • For children who need preparation for a trip we have used a visual timetable and where possible a photo book or new rebus symbols to familiarise them with the events of the trip.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

We offer an After School club and a Breakfast club

How do you consult with and involve learners in their education? 
  • As part of the School Support plan review process children meet with the SENCo on an individual basis to complete a Pupil Review each term. 
  • This may involve assessments with the SENCo and always includes discussion and recording by the SENCo of the Pupil’s views on things they have enjoyed, feel they are good at and things that they want to improve on or need help with. 
  • This forms part of the discussion at the review meeting with parents, class teacher and SENCo. 
Do you have an online prospectus? Are there open days for families and learners? 
  • Prospective parents are invited to open mornings and can also arrange a tour of the school and meeting with the Headteacher. 
  • For those children and families who have a place at the school there are several visit days, meetings and a DVD of the school produced for new children by current children in that Foundation Stage year group. 
  • We have a school website which contains up to date information on the school.

Last Updated
Schools, SENCO, Special Education Needs, Qualifications
Back to top Contact US
Powered by Open Objects © Open Objects Software Limited