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Carterknowle Junior School

We are a junior school in the south of the city. We are a two form entry school.


A 7-11 junior school in S7.

Carterknowle Junior School nurtures a caring community in which every child learns well. It has a welcoming and secure environment with a warm and friendly ethos. It is dedicated to providing high standards and committed to giving each and every child the best education. Children's behaviour is excellent and children and adults live and work together in a positive and supportive way. Parents can be assured that their child will achieve well at Carterknowle.

Who to contact

Contact Name
School Office
Contact Position
Gaynor Tyrell
0114 2552347
Carterknowle Junior School

Where to go

Carter Knowle Junior School
Carter Knowle Road
S7 2DY

When is it on?

Time / Date Details
8.45am-3.30pm; wrap around care 7.40am - 5.45pm; term time only, five days per week
Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Gluten free
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Multi-Sensory Impairment
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities
Culture/ethnicities accommodated

Other Details


Table of costs
Table of costs
AmountCost Type
Costs for breakfast Club £4.00 Per session
Costs for Smart Kids Per hour
Smart Kids 3.30-4.30pm - £4.00 Additional £5.00 charge for collection after 4.30-5.45pm
Age Range
7 years to 11 years
  • IndoorOutdoor Play
  • Musical Instruments
  • Quiet Area
  • Outdoor play/equipment
  • Meeting Rooms
  • Parking
  • Schools
  • Disabled Facilities
  • Sensory Room
  • Extended Services school
  • Garden
  • Secure setting
  • ICT Facilities
  • Visual aids

Local Offer


2 form entry junior school Years 3 – 6 (7-11yrs)

At Carterknowle Junior School we support children with these areas of needs: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health Difficulties, Sensory and Physical Needs. We provide for children with these needs by:-

  1. Quality first teaching by class teacher For your child this would mean:
    1. The teacher has the highest possible expectations.
    2. All teaching is based upon building on what your child already knows, can do and can understand.
    3. Different ways of teaching (for example, practical activities and visual supports) are in place so that your child is fully involved in learning in class.
    4. Specific strategies (which may be suggested by the SENCO or outside agencies) are in place to support children to learn.
    5. Progress is formally assessed and recorded 3 times throughout the year. Targets are set for your child to ensure that gaps in their understanding and learning are addressed.
    6. Some additional individual or small group support may take place, either in the classroom during class time, or outside of whole-class learning.
  1. Targeted interventions  (Targeted Support)
    1. These may be run in the classroom or in sessions outside of whole-class learning.
    2. They may be delivered by a Teacher, a Teaching Assistant (TA), and a Higher Level Teaching Assistant (HLTA) who has had specific training to run these groups.
    3. Our SENco works across the school to support children with behavioural or emotional needs.
    4. Children will engage in group or individual sessions with specific targets to help them to make progress.
    5. All interventions are planned under the guidance of the SENco and class teachers.
    6. All interventions are monitored and reviewed by the SENco and class teachers.
  • Outside Agencies


As part of the graduated response to needs such support for pupils is tailored to meet need. This may be from Local Authority central services or traded services such as

  1. Service for Deaf and Hearing Impairment
  2. Service for Visual Impairment (VI)
  3. Autism Service
  4. Speech and Language Therapy service (NHS service) (SALT)
  5. Sheffield Educational Psychology service
  6. Occupational Therapy (OT)
  7. School nurse
  8. Multi Agency Support Team
  9. Social Care
  10. CAHMS (Child and Adolescent Mental Health Services)
  11. Ryegate

For your child this would mean:

  1. You will be asked to give your permission for the school to refer your child to an outside agency e.g. a Speech and Language Therapist or an Educational Psychologist (EP). This will help the school and yourself further understand your child’s particular needs and be able to support them more effectively.
  2. The specialist professional will work with your child to understand their needs and make recommendations, which may include:
  1. Making changes to the way your child is supported in class e.g. individual support from a member of staff or changing some aspects of teaching to support them better.
  2. Setting clear targets which will be reviewed and used to evaluate progress.

                                             iii.     Running an intervention group led by school staff under the guidance of the outside professional.

  1. Running an intervention group or individual work directly with the outside professional.
  1. If a child does not respond to the above support and to interventions over time, they will receive a SEN support plan. This document will outline the child’s needs, and targets will be set along with parents and external agencies, using the graduated approach of ‘Plan, Do, Assess, and Review’.  

 Specified Individual support (Specialist Support)

  1. This is provided for children via an Education Health and Care Plan (EHCP). EHC plans will come into action from September 2014.   EHC plans are given to children who need additional support above and beyond the support outlined in the above categories. This support is available for children whose learning needs are requiring support beyond what a school would typically expect to provide.
  2. Children will continue to receive
  1. Quality First Teaching
  2. Targeted Interventions

                                             iii.     Support from outside agencies such as SALT, EP, and OT


In addition to this:

  1. Children with a diagnosis of Autistic Spectrum Disorder (ASD) may receive support from the ASD Outreach Team
  2. The EHC Plan or Statement will outline the number of hours of individual or small group support your child will receive, and how the support should be used.
  3. An individualised curriculum where appropriate.

How will we support your child with identified SEND starting at school?

As part of the transition process from Key Stage 1 and 2, we ensure that your child’s needs are planned for. If a child joins mid-term or from another school, having had their SEND needs identified we ensure their needs are planned for. You will be invited to visit the school with your child to have a look around and meet the SENco.

  1. You will also be invited to a meeting in which details of about Special Educational needs are discussed, and in which you can ask questions relating to the school.
  2. If other professionals or outside agencies are involved in supporting your child, a Multi-Agency Team (MAT) meeting may be held to discuss your child’s needs and to share strategies that are used.
  3. Staff may wish to make a home visit.
  4. The SENco and class teacher may wish to visit the current setting your child attends if applicable.
  5. We may suggest adaptations to the transition period to help your child to settle more easily.
  6. The staff will closely monitor the progress the child makes and discuss this with you
Contact Name
Sarah Percival (SENCO)
Contact Telephone
0114 2552347
Contact Email
School Ofsted Report
School prospectus
School Special Needs page
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 

We have 213 on roll
Max class size 30

How does the setting identify learners with SEN? 

Quality First Teaching includes modifying learning objectives, using different teaching and learning styles and removing barriers to learning  in order that all children are challenged at an appropriate level.

If, despite quality first teaching, progress is less than expected, the teacher will record the nature of their concerns and speak to the SENCO.

There may be discussions between school staff and parents to decide the next steps, which could be specific strategies or further assessment in school to identify the specific needs.

At a suitable review point it will be agreed  with parents whether to continue with appropriate strategies and interventions within school

If progress remains a concern, a discussion with parents will determine whether external assessment by another agency is necessary.


Is your setting physically accessible to all learners? 

Carterknowle is a listed building – There is one main building with a smaller separate outbuilding , plus a field with an outdoor learning area

  1. The school has a ramp, a disabled toilet and wide doors in the building.
  2. The school provide space for the identified needs for children. e.g. workstations for children with ASD.
  3. We have an “anticipatory” duty of care and work closely with health and educational professionals, parents/carers to accommodate a pupils needs and ensure a smooth transition to our school.

We include all children in activities outside the classroom, including school trips.

  1. Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of support is required then a parent/carer may be asked to accompany their child.
How does your setting adapt the curriculum for learners with SEND? 

The class teacher is responsible for pupils with SEND.  Planning will be done by the class teacher through discussion with the child, parent/carers, SENCO and any other staff involved.
Differentiation is through quality first teaching in class
Where necessary and practicable adjustments are made to meet the needs of learners with SEN
If necessary, children are put into interventions -

  • These may be run in the classroom or in sessions outside of whole-class learning.
  • They may be delivered by a Teacher, a Teaching Assistant (TA), and a Higher Level Teaching Assistant (HLTA) who has had specific training to run these groups.
  • Our SENco works across the school to support children with behavioural or emotional needs.
  • Children will engage in group or individual sessions with specific targets to help them to make progress.
  • All interventions are planned under the guidance of the SENco and class teachers.
  • All interventions are monitored and reviewed by the SENco and class teachers.
What training have your staff received to support learners with SEND? 

Training includes:

  • SENCO Award
  • EAL specialist
  • Numicon
  • Project X
  • Vocabulary in Print
  • Fischer Family Trust
  • Phonics
  • Vocabulary in Print
  • Meeting the needs of complex children
  • Talking partners
  • Vocabulary Activities

Specialist expertise accessed through:

  • Educational Psychologist
  • Speech and Language Service
  • Hearing Impaired Service
  • Visually impaired Service
  • 2 staff are trained in the administration of medicines
How do you communicate with and involve families? 
  • Parent’s evenings twice a year and open afternoon in the summer term
  • Special needs reviews 3 times a year
  • Annual reviews for EHCP pupils
  • Interpreter available for families 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? 
  • SENCO - Annual review of special needs provision with action plan
  • Analysis of interventions – half termly/end of  intervention cycle
  • Discussion at pupil progress meetings
  • Tracking at termly assessment points
  • Discussion with parents at review meetings
What support do you provide for the learners' overall wellbeing? 
  • PSHE Programme
  • Assemblies
  • Every Child Matters (ECM)
  • Peer Mediators
  • Learning Mentor/SENCo
  • Involved in the Healthy Minds Programme
  • MAST Drop ins every term
What kind of behavioural interventions do you use? 
  • System of School Expectations, including rewards and consequences
  • In class reward systems
  • Learning mentor available to support vulnerable pupils
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Carterknowle is an inclusive school
  • Discussions with parents at residential information evenings
  • Risk assessments
  • Allocation of support staff as necessary
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast club and after school clubs

How do you consult with and involve learners in their education? 
  • School Council
  • Pupil questionnaires and surveys
Do you have an online prospectus? Are there open days for families and learners? 
  • School website
  • Open afternoons

Last Updated
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