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Bradfield Dungworth Primary School


Bradfield Dungworth School is the smallest primary school in Sheffield.

Who to contact

Contact Name
Mrs Helen Adams
Contact Position
Head teacher
0114 2851338
Bradfield Dungworth School website

Where to go

Bradfield Dungworth Primary School
Dungworth Green
S6 6HE

Inclusion Information

Wheelchair Access
Wheelchair access details
The access into school is flat and there is one disabled toilet for adults/children.
Supports special needs and disabilities
Special needs and disabilities experience

Other Details

Referral required
Age Range
4 years to 11 years
  • Schools
  • Disabled Facilities
  • Secure setting
  • ICT Facilities

Local Offer


Bradfield Dungworth is a mainstream Primary School (4-11 years). We are a maintained community school. We follow the National Curriculum and aim to offer a broad and balanced curriculum for all pupils. The majority of our pupils move on to Bradfield Secondary School.

Contact Name
Claire Dawson
Contact Telephone
0114 2851338
Contact Email
School Inspection report
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 

Our admission number is 15. The current number on roll is 113. The average class size is 30. There are 4 mixed age classes – Reception/Y1, Y2/Y3, Y4/Y5 and y5/Y6.

How does the setting identify learners with SEN? 

Class teachers, with the support of the SENCO, identify special educational needs. We access specialist advice when required. We do not employ specialist teachers. The school also works with outside agencies such as Learning Support and the Educational Psychology Service.

Is your setting physically accessible to all learners? 

The main building is wheelchair accessible. There is only one exit onto the playground that is accessible for wheelchairs through the Y1/Reception classroom. The hall is fully accessible.  We do have disabled toilet facilities at adult height but no changing facilities.

Visual aids, such as visual timetables are used to support pupils when recommended. We offer a core range of interventions that are appropriately resourced. Mainstream equipment e.g. laptops, are adapted for SEND but we don’t have specialist equipment or facilities.

Entrance to the school is secured by external doors onto the main road. The school grounds are secured by low fencing. The children’s entrance is secured by a padlocked gate and is only open at the beginning or the end of the day.

The Resources room can provide a quiet / safe space that learners access in small groups when timetabling permits.

Arrangements are made, as required, for pupils unable to cope with a noisy dining hall.

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

The class teacher will oversee and plan the education programme for a learner with support from the SENCO. Differentiation is based on the needs of the pupils in the class.

The school provides a range of interventions including: Acceleread/ Accelerwrite/First Class at Number/Multisensory 1 to 1/ Speedup Kinesthetic approach to handwriting / Write from the Start delivered by teaching assistants to boost literacy and mathematical skills.

The school also provides additional teaching assistant led tuition blocks for children with SEND/children entitled to pupil premium/children adrift of their targets.

Where staffing levels and funding allow for it, we will endeavor to tailor provision for individual children’s needs.

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

Training needs are audited and staff receive appropriate training in line with the needs of the pupils. SENCO and class teachers inform relevant staff of learners needs. We access the Early Years Inclusion and Learning Support services. Referrals are made to MAST when necessary. We have a basic level of support from the Educational Psychologist.

Medicines can be administered by named members of staff in line with School policy. We do not have provision for personal care or feeding of pupils.  

How do you communicate with and involve families? 

The school adopts an “open door” policy where parents/carers and families are always made to feel welcome.

Appointments are arranged for more detailed discussions, where required.

The school website includes information around provision/curriculum.

We communicate with parents about their child through newsletters, Parentmail, termly parents’ evenings and termly reports, and an annual end of year report.

Parents of children with SEND will be invited to meet with the SENCO, class teacher and any involved teaching assistant termly to discuss progress.  In the past we have had no requirement for communicating with families whose first language is not English but nor do we have any staff with additional languages. However, we would make every effort to facilitate this if required.

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

The SENCO reports termly to Governors about the SEN provision and its effectiveness. Analysis of Intervention data and feedback from staff/parents provides evaluation of provision.

The Senior Leadership Team analyse assessment data of individuals and groups as an on-going process.

The effectiveness of provision for all children is evaluated during pupil progress meetings (held on a term-by-term basis). Additional meetings are held twice a year with parents of children with SEND, involving the class teacher and the SENCO.

Each intervention’s success is evaluated by conducting pre-intervention and post-intervention assessments. The school conducts regular monitoring by the SENCO, SEN governor and the Headteacher of its SEND provision through learning walks, observations and scrutiny of children’s work in books to ensure that high standards of practice are maintained.

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

All staff are vigilant for changes in the disposition of pupils in terms of their social and emotional state or those expressing anxiety at school and ensure that concerns are passed to class teacher. The size of the school ensures that all staff know children well and are able to identify issues early. Support for those identified includes initial parent consultation, pupil consultation and where appropriate, group work e.g. circle of friends.

Social, moral, cultural and spiritual (SMSC) education is inter-woven through the curriculum and addressed in assemblies. Issues of friendship are addressed through PSHE lessons and assemblies. A counsellor has provided Cognitive behavioural Therapy for individual children where appropriate

What kind of behavioural interventions do you use? 

We have a structured and staged behaviour policy which is communicated to all stakeholders and followed rigorously. At certain stages of the policy, external support/advice is sought in order to avoid exclusions. We have an attendance policy which meets revised government guidelines. Monthly attendance data scrutiny identifies any children with attendance issues – any issues are resolved in line with the school policy.

Extreme behaviour is dealt with through individual behaviour plans in collaboration with parents and outside agencies where applicable. 

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

Learners with SEND are able to access all of the activities provided – we are not experienced in provision for children with physical disabilities but would seek to make reasonable adaptations to all activities. The school uses detailed risk assessments for all pupils and does involve parent/carers of children with special needs when planning activities and trips when it is thought that special arrangements may be needed. This may include the parent/carer accompanying their child on the visit.

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

Independent after school provision is accessed offsite via a service bus with escort.  We offer a breakfast club in the school hall each morning for a fee.

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

Pupils are consulted about decisions in school via the School Council. The opinions of all pupils are fed into the School Council forum by their class representative.  Child-led learning is integral in our curriculum planning. 

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

Our school prospectus is available on our website,, and also from the school office. Pupils who are allocated places in school through the admissions process are offered home visits, and parents are invited to an information open afternoon.  We will visit children in preschool settings, and the pupils are offered taster sessions in school in the summer term. Entry to school is initially part time to enable a settled start to school.

The school provides various opportunities and events throughout the school year for parents and families to access school including school concerts and parent workshops.

Each class in the school hosts a Welcome Meeting for parents in September in order to share information.

We have a strong community ethos and aim to work closely with parents, promoting our informal ‘open door’ policy.


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Schools, additional support, SEN, SEND, Disabilities, Disability, Special Educational Needs
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