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Chaucer School

Description

Chaucer School is a fantastic place to fulfil your potential and you will be excited about the many excellent opportunities your child will experience as they join our community.


Who to contact

Telephone
0114 232 2338
E-mail
enquiries@chaucer.sheffield.sch.uk
Website
Chaucer School

Where to go

Name
Chaucer School
Address
Wordsworth Avenue
Sheffield
Postcode
S5 8NH
Notes

Chaucer School's Sports Facilities are tailored to meet the needs of the school first and foremost but the local communities, individuals and families also. With the brand new external space including a 3G astro turf and Sport England standard 8 lane running track, a large sports hall and well equipped Fitness Suite we are sure that we have a facility or a club for you! 

 

Chaucer School has meetings and conference facilities at a venue of the highest standard. The venue is spacious and flexible with meeting rooms, classrooms, training suites, conference halls and exhibition spaces all fully equipped with state-of-the-art technology


When is it on?

Time / Date Details
Open Monday to Friday 7.45am until 4.30pm

Inclusion Information

Wheelchair Access
Yes
Cater for special dietary requirements
Yes
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Able to accommodate other cultures/ethnicities
Yes

Other Details

Age Range
11 years to 16 years
Facilities
  • Disabled Facilities
  • Quiet Area

Local Offer

Description

Chaucer is a member of the Tapton School Academy Trust. It is an 11-16 years co-educational school with 6 forms of entry. The curriculum at Chaucer School centers on quality first teaching and high performance.

Key Stage 3
Emphasis is placed on learning the skills, attitude and knowledge that contribute towards outstanding progress and achievement in all subjects-English, Maths, Science, Humanities, MFL, IT, PE, Technology and Expressive Arts.

Key Stage 4
Our curriculum is broad and balanced giving every student the chance to succeed. There are many pathways to success:

Core + option choices = personal curriculum. 

The expected progress in English is above national expectations, whilst progress in maths is below. Students achieving 5 A* -C is very close to the government floor standard, as is our achievement as measured by Progress 8.

Contact Name
Alyson Tolley (SENCO)
Contact Telephone
0114 232 2338
Contact Email
enquiries@chaucer.sheffield.sch.uk
Links
School website
Ofsted school report
School Prospectus
SEN Information Page
Local Offer Age Bands
Secondary (11-16 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

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

No. on roll: 825
Average class size across school: 25

However, class sizes vary when subjects are set.
Maths classes are smaller with an average size of 22.
Option groups at Key Stage 4 vary from 10 to 29 students.

How does the setting identify learners with SEN? 

All students are screened on entry for literacy and numeracy using standardised tests. Students who score below average are further assessed using diagnostic assessments to determine level of need. In addition contact is made with feeder schools to ensure all relevant information is shared.

Where deemed appropriate, Chaucer will make referrals to external professionals for further assessment and to seek specialist advice. These currently include:

  • Hearing Impaired team
  • Visually impaired team
  • Autism team
  • Speech and language therapist
  • Educational psychologist
  • CAMHS
Is your setting physically accessible to all learners? 

The school buildings are wheelchair accessible and we have 2 lifts to enable access to different floors. We have 4 disabled toilets with at least one on each floor.

In PE we have disabled toilets that double up as changing rooms in the newer part of the building. In the older part there are large cubicles in the shower area for disabled students and adults to get changed.

A range of reasonable adjustments are made to support all our students to access their learning. Students with physical difficulties have access to equipment to support their needs. Equipment is funded through the school’s own resources and in some cases, through secured higher needs banded funding.

During unstructured times students needing somewhere quiet and/ or a safe haven are able to access support via the Learning Support Centre or through their year manager. At lunch time students are able to bring their packed lunch or a ‘grab bag’ from the canteen and eat within the LSC. At these times students are encouraged to participate in appropriate activities which are led and managed by Learning Support staff.

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

The Learning Support team have named coordinators who take responsibility for the planning, and delivery of education programmes as well as the reviewing and monitoring of provision. Staff use all available information and data to inform planning and students receive support that is personalised and determined by need.

Subject staff use data and individual student information to plan and inform mainstream lessons and use differentiation to support SEND students to access the curriculum. Further development of this is a key priority for 2014-15.

Where appropriate a small number of students may need to have their timetables modified to support their learning. This is led by the SENCO and the learning support team and supported by the SLT link, year manager and the Student Support Officer (SSC). This is always done in consultation with parents/ carers.

To support our SEND students we offer the following time related interventions:

  • Phonics
  • Reading skills
  • Reading for meaning
  • Paired (peer) reading
  • Spelling
  • Numeracy
  • Speech and language
  • Handwriting
  • Social skills
  • Behaviour for learning
  • Anger management
  • Self-esteem& self confidence
  • Social use of language
  • Stress management
  • Study skills
  • Study support
What training have your staff received to support learners with SEND? 

During the academic year whole school training to ALL staff has been delivered on:

  • Raising awareness of SEN
  • Readability and how to use reading ages
  • Strategies to support SEN students
  • Epilepsy
  • Safeguarding

Planned training:

  • Maximizing the impact of teaching assistants
  • The new SEN code of practice
  • Autism awareness

In addition the Learning Support team have had training in the following:

  • Role of in class support
  • An introduction to moderate learning difficulties
  • An introduction to dyslexia
  • Introduction to numeracy programmes – how to plan and deliver
  • Target setting for individual and small group programmes
  • Safeguarding
  • Hearing impairment – awareness raising
  • Strategies to support learners with autism

Information regarding individual student needs is shared regularly with staff that are likely to come into contact with identified students. These are done via student case conferences, individual students profiles which are issued to relevant staff and through whole school staff briefings. This information provides key information about students’ strengths as well as needs, and highlights a number of suggested strategies to use to ensure students are fully supported to access the curriculum.

Information on students is also shared via SIMs and specific links/ codes are used on class registers to alert staff to additional information. School will seek advice and specialist support from external agencies when necessary and this enables us to work in partnership, alongside parents/ carers to access the best possible support and provide the best opportunities for our students to achieve their full potential. In partnership with parents/ carers medicines are administered by trained staff and where appropriate, students have health care plans. Those students who require personal care have a named key worker who is responsible for the planning of this care.

How do you communicate with and involve families? 

Chaucer communicates with parents in a number of ways. The Parent Partnership was established in 2012 and is chaired by a member of the senior leadership team. This provides parents with a forum to communicate directly with school and parents are able to steer the agenda in consultation with school staff. This also provides a forum to raise awareness of issues relevant to their children. Raising awareness of SEND has been a previous agenda item and a proposed session on the new code of practice is scheduled for next term, alongside a series of workshops for parents.

Every half term school publishes the Chaucer Chat newsletter that keeps parents informed of what is happening in school.

Regular contact with parents of SEND students takes place. Some students may have a home/school book that enables staff and students to record relevant information. Learning Support staff make regular phone calls home to keep parents/carers informed of daily or weekly progress. In addition staff also communicate via email. Parents of SEND students are encouraged to be part of the review process and are actively encouraged to participate in the target setting process.

Statutory reviews of statements take place annually but parents are invited to reviews at least termly. However, when necessary school or other professionals may call a ‘Team around the Child’ meeting and parents are fully involved in this process. Where outside agencies are involved for example, MAST, reviews are held at least half termly.

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

The effectiveness of SEND provision is evaluated termly and is done in a number of ways. Curriculum leaders analyse data half termly and identify and act on areas of underachievement. Curriculum areas are quality assured throughout the year and this includes learning walks, lesson observations, student voice and work scrutiny. As a result of this process, senior leaders (including the SENCO) are able to evaluate SEND provision and SEND progress to check that it is at least in line with national expectations.

When students receive additional interventions, they have an individual/ group learning plan with specific targets which ensures that provision is personalised and relevant. These targets are then used to measure progress and evaluate the impact of the intervention. The Learning Support team are subject to the same quality assurance framework and learning walks, lesson observations, work scrutiny and student voice are used in the same way to evaluate the effectiveness of provision.

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

All students have a form tutor who is responsible for their social and emotional wellbeing on a day to day basis. In addition each year group has a year manager and a Senior Leadership link and these staff are responsible for ensuring all students feel safe, have appropriate support and are able to achieve and make progress.

As part of the Life curriculum students learn about social and emotional wellbeing, they are taught about ‘differences’ and how these affect individuals. Disability awareness is raised through assemblies and form foci and this is led by the member of the leadership team responsible for SEND/Support. 

During unstructured times vulnerable students have access to support via the Learning Support Centre or through their year manager and students are regularly informed of how to access this support. Students are encouraged to participate in activities such as circle time to encourage them to gain a sense of belonging and develop social skills. Students who may find it difficult to access aspects of school due to anxiety access support again through the Learning Support Centre or through the year manager. This support is carefully managed and arranged in partnership with relevant staff and parents.

What kind of behavioural interventions do you use? 

Chaucer has a wide range of support and interventions for our students who may have difficulty managing their behaviour for learning. We have clear referral systems in place and students are offered different levels of support. These include individual and small group support through the following:

  • Social skills
  • Behaviour for learning skills
  • Anger management
  • Self-esteem & self confidence
  • Stress management
  • Key Stage 3 ‘Positive Futures’
  • Key Stage 4 ‘Alternative Provision’

Chaucer is currently involved in a MAST pilot to provide targeted intervention for some of our most vulnerable students. This has enabled members of Chaucer staff to further develop their skills to ensure we are providing high quality support to identified students.

If appropriate school may refer to outside agencies for further support from external sources for example, MAST, CYT etc.

The Governors Disciplinary Panel (GDP) is in place to support our students who present more challenging behaviours. This provides a clear structure for students who may have experienced a number of fixed term exclusions:

  • Pre-governors verbal warning – this is done through the Assistant Head teacher with responsibility for the specific year group with the student and their parent
  • Pre-governors written warning – a meeting is held with the student and parent and led by two assistant head teachers. A written warning is the outcome of the meeting.
  • GDP –the student and parent/s meets with the head teacher and a number of governors. Agreed actions follow the meeting to further support the student.

Where students present extremely challenging behaviour, school may look to modify their timetable in the short term. This may involve an external placement for some of the school week at an appropriate provider, for example, Pathways, Cellar Space. All external placements are quality assured by the Local Authority and school maintains regular contact with the students and the placement by weekly/ fortnightly visits and phone calls.

Chaucer values good attendance and we place emphasis that good attendance contributes significantly to achievement. To support attendance we offer a range of rewards and incentives including the following:

  • Rewards through Vivo
  • 100% cinema event
  • End of year trip

For our students whose attendance is a concern we offer support in the following ways: 

  • Text messages to parents/ carers
  • EWO support
  • School attendance panel
  • Attendance interviews
  • Additional transition for Year 6 students where there are attendance concerns
  • School Attendance Plan completed for mid- term admissions with less than 95% attendance in previous school.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • All students are encouraged to attend all activities on offer at Chaucer. Where appropriate identified students are supported to access activities with the support of a teaching assistant or other agreed adult.
  • Parents/ carers are invited to support in the planning of activities and trips and school holds parent information meetings for all residential visits so that parents/carers are fully aware of what is happening.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Clubs:

  • Dining room open to all
  • LSC- by invitation for ‘vulnerable’ students

After School Clubs

  • School offers an extensive range of extra-curricular activities.
  • Our SEND students are positively and pro-actively encouraged to participate.

Holiday clubs

  • Year 6 (Y7) summer school
  • Holiday activities for all year groups – Easter, Spring & Summer holidays
How do you consult with and involve learners in their education? 

Students are provided with a number of opportunities to contribute their views. Senior leaders and curriculum leaders carry out ‘student voice’ activities throughout the year and SEND students are given support from the teacher or a TA to enable them to fully participate and have their views heard.

SEND students are actively encouraged to contribute to the review process and statemented students take part in their statutory annual reviews. To facilitate this, students can be supported to participate by a trusted adult; this is usually a member of school staff but advocates from external agencies are equally welcome to support our students to ensure that they are fully consulted and are able to be fully involved in target setting and the decision making processes.

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

An online prospectus is available via the school website. An open evening for prospective students is held early in the autumn term each year. Parents/carers and prospective students are welcome to visit the school at any time by appointment.

Do you offer outreach to home educating families? 

Home tutored students have access to our facilities and we allow home tutored students to sit exams at Chaucer.


Last Updated
12/10/2020
Keywords
SEND, SEN, special education needs, ADHD, Secondary school education, education, sheffield school, learning difficulty, disabilities
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