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Walkley Primary School

Walkley Primary School is a mainstream Primary school with Nursery for children ages 3-11


Walkley School is a mainstream school providing education for children between 3-11.

Who to contact

Contact Name
Val Sian
Contact Position
Head Teacher
Antoinette Homer - 0114 2340550
School Website

Where to go

Walkley Primary School
Burnaby Crescent
S6 2RZ


When is it on?

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
Speech, Language & Communication needs
Autistic Spectrum Disorder
Able to accommodate other cultures/ethnicities
Culture/ethnicities accommodated
Additional culture/ethnicity information
Walkley provide an English and additional language entry pack to enable children to access a grounding in English. The school use LEAP, VIP and NIP language programmes which also help with children with EAL.

Other Details

Age Range
3 years to 11 years
  • IndoorOutdoor Play
  • Musical Instruments
  • Quiet Area
  • Secure setting
  • Catering facilities
  • Outdoor play/equipment
  • ICT Facilities
  • Visual aids
Providers who offer pickups from this setting

DISCLAIMER: Walkley Primary 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


Children with SEND are considered  with the Sheffield Support Grid in mind. Children are assessed to have needs at level 1-5. Children at level 1's needs will be met through Quality First teaching, this includes group work in class and TA support as needed. 

Children at level 2 of the grid upwards will be offered more specialist provision in accordance with their need. 

Children with SEND at level 2 and upwards have an Individual Education Plan. This is reviewed three times each year (twice with the SENco) 

As part of the review process both the wishes and views of children and the parents are gathered in the meeting and this informs the new plan.  Targets are created around all areas of the child's development - academic, social and emotional. 

In line with need the SENco makes referrals to outside agencies for further support and advice these can include Ryegate, Speech and Language, Learning Support, Education Psychologist. The school works closely with the involved agency to ensure plans are put in place and work is reviewed.  

Children's attainment is reviewed in regular pupil progress meetings. 

Contact Name
Toni Homer
Contact Telephone
0114 234 0550
Contact Email
School Website
Ofsted Inspection Report
Ofsted Performance Data
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 

357 on roll. Average of 30 children in each class.

How does the setting identify learners with SEN? 
  • Staff members (teachers and teaching assistants) make referrals to the school Inclusion Manager. The Inclusion manager observes the child and makes an initial assessment which is fedback to the teacher. If further assessment if needed  the Inclusion Manager meets with parents and the class teacher to discuss the child’s needs and gain their agreement  for further referrals for assessment to be made.  At this point if parents are in agreement, and if further professionals are to be involved  the Inclusion Manager places the child’s name on the Special Educational Needs (SEN) list. At this point  the Inclusion Manager can ask any of the following agencies to make further assessments:
  • Learning Support Services (who have allocated sessions within the school each term).
  • Education Psychologist (who has allocated sessions with the school each term).
  • Speech and Language Therapy (SALT) services.
  • Early years Intervention Team
  • Following this further levels of more specialist assessment may be requested  from Ryegate, Autism Services, Child and Adolescent Mental Health Service (CAMHS) and other tier 3 services.   
Is your setting physically accessible to all learners? 
  • There are two main school buildings and an extra pod unit.
  • Currently the school building is not suitable for physically disabled pupils due to doorways and staircases.
  • Visual timetables are in use across all the classes.
  • Resources for children are provided to cater for Visual Auditory Kinesthetic (VAK) learners.
  • Quiet places are provided.
  • There is a disabled toilet but the building itself is difficult for people with physical disabilities to access.
  • New equipment is applied for on a regular basis dependent on need. We discuss needs within the Individual Education Plan (IEP) and staff meetings.
  • Playgrounds are secure with fences.
How does your setting adapt the curriculum for learners with SEND? 
  • The plan for a child with SEND will be overseen by the  Inclusion Manager.  The school offers a wide variety of differenciation across the school which is adapted based on the needs of a class group or individual child.
  • Walkley school  has  changed provision routine for some children who needed this.
  • Children with Special Edcutional Needs and Disabilities (SEND), as with other children in the school, can access many extra curricular activities,  after school clubs, opportunities for arts and craft, physical sessions (dance etc) Their needs would be planned for and accommodated within the group itself.
What training have your staff received to support learners with SEND? 
  • Regular staff meetings led by Inclusion Manager to feedback new SEND interventions and procedures.
  • Each classroom has a clearly labeled SEND file with current guidelines for that child for agency staff to read.
  • Training is put in place as recommended by other agencies. e.g:LEAP intervention.
  • Education Psychologist meets with staff and feedbacks findings and recommendations
  • Learning Support Workers also provide detailed recommendations which are feedback to staff for them to follow.
  • In terms of medicines the School Nurse advises where it is necessary for us to administer.
How do you communicate with and involve families? 
  • Termly IEP meetings for parents, teachers and other professionals involved.
  • Open door policy of Inclusion Manager and Senior Management for parents to meet with us.
  • Parent drop in’s are held every week for KS1 parents by the Learning Mentor.
  • Groups teaching English are offered to parents. Translators are used as well as school volunteers.
  • Parent partnership is offered to parents of children with SEND.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The SENCO provides information for the termly Head teachers report to governors including an impact report on provision. This is based on information gathered from parents and teachers in the termly IEP meetings.
What support do you provide for the learners' overall wellbeing? 
  • Consistent approach to SEAL across school including school assemblies and class based sessions.
  • Pupil worry slips can be completed by children and are followed up by the learning mentor.
  • Staff concerns slips for individual cases that may arise.
  • Every Child Matter folders are maintained in each classroom for every child to ensure their overall wellbeing.
What kind of behavioural interventions do you use? 
  • Consistent behaviour management strategies used across school following the school rules. These are communicated clearly to the pupils and their parents.
  • Friendship groups are managed by learning mentor and support staff to help resolve problems when they first arise.
  • Individual Behaviour Plans are created  and reviewed.
  • Class and Individual based reward systems (stickers etc)
  • Extreme behaviour is managed by a consistent approach and  procedure that is followed each time. Children are aware of the consequences of extreme behaviour and the fact that this could lead to seclusion or fixed term exclusion.


  • To increase attendance regular assemblies with rewards are used.  Families with low attendance are invited to meetings  to discuss any issues. Families  who improve their attendance are sent letters to congratulate. Parents needing to improve further are made aware of the legal and statutory consequences.    
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Risk assessment completed and appropriate ratio of adult support provided.
  • Parents would be made part of the planning process where appropriate.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

We offer a Breakfast Club and After School Club.

How do you consult with and involve learners in their education? 
  • Learners with SEND are asked for their views in preparation for their IEP meeting. They can complete this with a class teacher or the Inclusion Manager.
  • More generally learners are asked within the classroom for feedback.
Do you have an online prospectus? Are there open days for families and learners? 
  • The school’s website provides all the prospectus information.
  • Yes there are numerous opportunities for families to visit the school open days and transition days. Presentations are made to the families and they have contact details to ask questions and gain further information as they require it.
Do you offer outreach to home educating families? 


Last Updated
ADD, ADHD, Primary School, Autism, ASD, SEND, Special Educational Needs, Disability, Disabilities, mainstream Primary school.
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