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St Mary’s Church of England Academy

Who to contact

Contact Name
L. Thorne
Contact Position
SEN lead personnel
0114 234 4461
St Marys CE School

Where to go

St. Marys C Of E Primary School
Cundy Street
S6 2WJ

When is it on?

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

Inclusion Information

Wheelchair Access
Supports special needs and disabilities
Special needs and disabilities experience
Speech, Language & Communication needs
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years

Local Offer


We are a small single form entry primary school with nursery, providing places for 3 – 11 year olds. We do not have specialist provision but children who are disabled or who have SEN receive extra help in lessons.

Consideration must be given to the layout of the school as it is a three story building with 61 stairs to the upstairs classrooms. There is no lift or ramp access.

Contact Name
L. Thorne
Contact Telephone
0114 234 4461
Contact Email
School Website
School Ofsted Report
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 

Our current roll is 146

How does the setting identify learners with SEN? 
  • The Headteacher has a strong background of SEND
  • The school works well with external agencies, in particular the Learning Support Service, Educational Psychologist Team, Speech and Language and Hearing Impaired Team.
  • We have good working relationships with the MAST team and Social Care.
Is your setting physically accessible to all learners? 
  • The building is a single Victorian building on three floors built on a hillside. The playgrounds are uneven.  It is not wheelchair accessible and there are 61 stairs to access the Year 2 to Year 6 classrooms.
  • The upstairs classrooms were refurbished in 2013 and are light and airy. The hall is multi- purpose and is situated on the middle floor. It caters for daily worship, PE and is used as the dining room. Due to the high ceilings it can get very noisy in the hall.
  • Children can access visual timetables as the school uses Communicate in Print software. Each class has access to Teaching Assistant (TA) support for 70% of the day. Teachers adapt resources for individual needs.
  • There are infant toilet facilities on the ground floor with boys toilets situated on the second floor and girls toilets on the third floor. There are no disabled toilets or changing facilities in the school.
  • Playgrounds are secure and are partially fenced or walled. The Foundation Stage has access to secure outdoor provision throughout the day but use the Key Stage 1 yard at lunchtime. This yard is very sloping.
  • There are quiet areas in the yard which are openly accessible to all. They do not keep out noise but provide a quiet place to sit if pupils choose.
  • There are no alternative places to eat away from the dining hall.
How does your setting adapt the curriculum for learners with SEND? 
  • The Headteacher along with the SENCO and class teacher oversee the Individual Education Plans (IEP) for children with identified SEN. All lessons are differentiated for all children. We are an inclusive school and do make adaptations as far as we are able to try to meet the needs of individual learners.
  • Staff are trained in Nurture groups, Circle of Friends and Rainbows Bereavement support.
  • Sign Language club is available as an extra-curricular activity.
  • Early Years Foundation Stage (EYFS) have been involved in the Early Years Achievement for All pilot program.
What training have your staff received to support learners with SEND? 
  • Inclusion and Safeguarding are discussed at every Professional Development Meeting.
  • We have new staff that are trained in language development. Further information is relayed to staff either through care plans, behaviour plans and IEPs on a need to know basis beyond what is shared at staff meetings.
  • We access specialist expertise from Learning Support Service and the Educational Psychology team.
  • Staff are trained in the administration of medicines but not in the provision of feeding and personal care as this has not been required in the past.
How do you communicate with and involve families? 
  • School communicates with parents by daily access each morning with the class teacher and teaching assistant. We also have text to parent’s service and email to parent’s service.
  •  We use home school record books and also report on parent consultation evenings and annual reports.
  • We hold termly SEN review meetings and where relevant external agencies are always involved.
  • Parents are free to speak to the Headteacher at any time. As we are a small school a parents group has not been a necessity.
  • Any family whose first language is not English are either supported by an interpreter or have the opportunity to bring someone they know to help them.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Parents are consulted through parent forums and have had the opportunity to consult our HMI (Her Majesty’s Inspector) during the monitoring visits.
  • SEN systems in the school are internally evaluated termly and are monitored by the Local Governing Body.
  • The Local Authority has also conducted termly monitoring visits to ensure and validate the school’s judgements of itself.
What support do you provide for the learners' overall wellbeing? 
  • We have identified staff that form the pastoral team. Teachers identify children early who may be vulnerable and support systems are implemented e.g. Nurture group support, Circle of Friends intervention groups. Children know to approach the Learning Mentor and any other member of staff if they have any concern or worry.
  • Our curriculum is underpinned by the use of Philosophy for Children (P4C) which addresses all issues in a sensitive and supportive but very effective way.
  • We have a peer buddy mentoring system whereby older children support younger or vulnerable children. This is closely monitored by staff who enable and support children to develop friendship groups.
  • Our learning mentor is always on duty during unstructured times.
  • A pastoral support package which involves all adults directly connected with the child is developed and implemented. Younger children can have a staged induction to school if required.
What kind of behavioural interventions do you use? 
  • A Pastoral support program is developed with parents working in close partnership with the school. Behaviour plans are put in place and positive behaviour management strategies are used.
  • Rewards and sanctions are adhered to and used consistently across the school. Both individual and class incentives for good attendance are used effectively to improve attendance however school robustly follows up on poor attendance and persistent absenteeism, ultimately issuing fixed penalty notices.
How do you ensure learners with SEND are included in non-classroom based activities? 

All children irrespective of their needs are included in non-class based activities. Planning, differentiation and risk assessments of vulnerable pupils ensure needs are met. Partnership links with parents through sharing of information and high expectations for such activities gives opportunities for parents to be involved in supporting their child in such events.

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

BreakFast Clubs,  After SchoolClub

How do you consult with and involve learners in their education? 
  • Children can give their views through School Council and Junior Leadership Team. Children can share their views through pupil voice questionnaires termly. They are encouraged to talk to staff and the pastoral team. They also add their comments and views on their annual reports.
  • Children with SEND add comments to their termly reviews and where practicable attend their reviews to add their comments.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Staff from respective settings visit each other, to meet and observe the child & parents and to share information.
  • Transition meetings are planned in a staged way and parents are encouraged to be part of this process particularly when transferring to secondary school.
  • Children are always accompanied by a member of the pastoral team and transition visits occur at different times during the school day to ensure the child is as comfortable as possible in the new setting. Transition activities are also conducted by the class teachers.
  • When children are transferring to new classes with the school, full consideration is given to groupings and seating arrangements. Classes are only ever mixed as a last resort as a way of giving children a fresh start if behaviour becomes an issue within groupings.
Do you have an online prospectus? Are there open days for families and learners? 
  • Individual classes have their own open days to show and demonstrate what they have been learning and to give parents opportunities to join in activities in the classrooms.
  • We have stay and play days for younger children who are intending to join the school.
  • We do not currently have a school prospectus as we are converting to academy on the 1st September when the website and prospectus will be updated and posted.
Do you offer outreach to home educating families? 

We do not currently offer outreach and have never been approached for this service.

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

We do not offer any additional services for learners with SEND

Last Updated
SEN, SENCO, Autism, ADHD ADD, Education, sheffield schools, Primary School, St Marys Church of England,
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