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Birley Spa Primary Academy

Birley Spa Primary Academy is a mixed primary school (4-11) with a nursery (3-4).

Who to contact

0114 2399106
School Website

We are a Primary School which welcomes children from Foundation Stage through to the end of Key Stage 2. We have a 39 place nursery and two classes per year group in FS2, Key Stages 1 and 2. We have approximately 500 children on our register at any one time.

Parent Organisation
Birley Spa Primary School - Integrated Resource

Where to go

Birley Spa Community School
Jermyn Crescent
S12 4QE

Inclusion Information

Wheelchair Access
Wheelchair access details
We have one building which is fully wheelchair accessible.
Supports special needs and disabilities
Special needs and disabilities experience
Speech, Language & Communication needs
Autistic Spectrum Disorder

Other Details

Age Range
2 years to 11 years
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Visual aids
Providers who offer pickups from this setting
Lisa Parker, Childminder  Alison Thomas, Childminder  Carole Grayson, Childminder  Chloe Parker, Childminder 

DISCLAIMER: Birley Spa Primary Academy 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


We are a Primary School which welcomes children from Foundation Stage through to the end of Key Stage 2. We have a 39 place nursery and two classes per year group in FS2, Key Stages 1 and 2. We have approximately 500 children on our register at any one time.

Contact Name
Rachel Hodson
Contact Telephone
0114 2399106
Contact Email
School Website
School Inspection 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 
  • At present we have 503 children on roll and our average class size is 31.
How does the setting identify learners with SEN? 
  • We currently have a designated Speech and Language Therapist who visits one day per week. We have Learning Support Teacher provision of approximately one half day per week. We have input from the Early Years Inclusion team, Autism Team and the Educational Psychology Service as and when required.
Is your setting physically accessible to all learners? 
  • We have one building which is fully wheelchair accessible.
  • There have been no changes to the auditory or visual environment within the mainstream school, although we do liaise with the Hearing Impaired Service and the Visually Impaired Service regarding our learning environment.
  • Every classroom has a visual timetable. Our staff are trained in using Communicate In Print to create visual resources for individual children.
  • We try to provide relevant equipment to meet the needs of all the children with SEN. In the past this has included the use of laptops, hoists, tapered cushions and desks, wheelchairs and VOCA machines. These have been secured through the NHS or the Access Initiative Loan Scheme.
  • We have two disabled toilets, one of which has been fitted with a track hoist.
  • The school is surrounded by an 8 foot perimeter fence. Part of the playground adjoins the car park and is separated from it by a 4 foot fence; however the car park is secured by another 8 foot fence.
  • Children in Key Stages 1 and 2 have access to the Learning Centre which we try to maintain as a quiet and safe environment. Within it is the Blue Room which is kept as a designated space for children to retreat to should they need it. Some children prefer to access the enclosed quad at the centre of the school which is adjacent to the Learning Centre. Children access these spaces simply by going to them, although we do encourage them to tell an adult beforehand if they are able. Sometimes members of staff will direct children to their safe space. If a child is in danger of hurting themselves, other children or adults, or seriously disrupting a lesson they may be taken by staff members to their safe place. This is always done by fully trained staff according to Team Teach principles.
  • Children in KS1 and KS2 who cannot eat their lunches in the dining hall for any reason can eat in the Learning Centre.
How does your setting adapt the curriculum for learners with SEND? 
  • Education programmes for learners with SEN are overseen by the SENCo. They are planned by the class teacher, the child’s support worker, involved professionals (usually their Speech and Language Therapist and/or the Learning Support Teacher) and the SENCo as appropriate. Input from parents is welcomed through review meetings and individual meetings with members of staff and involved professionals.
  • The school has a policy and ethos of differentiating work to make it meaningful, relevant and appropriate for all children.
  • We aim to be as flexible as possible within the constraints of a mainstream school. Most of our children rely on consistency and routine but we can make their routines individual to them if necessary, and build their routines around their needs. For example, some children have daily, or sometimes hourly downtime timetabled into their day.
  • Group and individual work takes place on most days to address children’s social communication difficulties, speech and language needs, emotional regulation or life skills development. These groups are generally small, containing between 3 and 6 children.
What training have your staff received to support learners with SEND? 
  • The majority of teachers and teaching assistants have undergone Team Teach training. All teaching staff and lunchtime supervisors have attended training on autism awareness. We have individual members of staff who are trained in Makaton, cued articulation, Gastrostomy tube feeding, nasal and oral suction, Cognitive Behavioural Therapy, dyslexia support, fine and gross motor skills development, speech and language interventions ( Language Enrichment Activity Programme, Narrative Intervention Programme, Vocabulary Intervention Programme), Fischer Family Trust, Rainbow Reading, 1st Class@number,
  • Each class has a special needs folder which contains a description of the needs of all of the children with SEN in the class. Children with a high level of need also have individual pupil profiles. At the beginning of each year these are shared with all members of staff who are likely to come into contact with them. There are regular meetings for lunchtime supervisors and support staff where information regarding children’s needs is shared.
  • We have weekly contact with Speech and Language Therapy and fortnightly with Learning Support Service. We regularly access support from the Educational Psychology Service.  We access support from the Occupational Therapy, Physiotherapy and Autism services as required. We also receive input from Hearing Impaired and Visually Impaired services.
  • Medication is usually given to our children by trained first aiders, although all staff have been trained in the use of Epipens. We have a small number of staff who have been trained in the specialist care of children with significant, or very significant physical needs.
  • We do not have a kite mark or accreditations although we have recently undergone an audit by the Autism Team. Their report is available directly from the Inclusion and Learning Service. 
How do you communicate with and involve families? 
  • The school holds 3 parents’ evenings per year. Home to school books are available should parents prefer them although most communication is done directly by telephone. E-mail is also an available option. Parents can also follow us on our twitter account.
  • Progress is reviewed and targets set by means of parents’ evenings and Annual Reviews. Interim reviews are held when required. Structured conversations are held as part of the Achievement for All programme.
  • We have in the past operated a SEN parents group in conjunction with the Carer’s Centre although this is no longer operating due to lack of demand. We would be happy to help with any future group should parents wish.
  • We do not currently have any children whose first language is not English, but in the past we have used the services of EMAS.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The academic progress of all of our children is recorded on the Sheffield Tracker on a termly basis.
What support do you provide for the learners' overall wellbeing? 
  • Children’s emotional wellbeing is recorded twice daily on a 5 point scale. If a child expresses difficulties in this area that cannot be met by either their class teacher or support worker, we have an Inclusion Manager and Safeguarding Officer who can offer support.  
  • If children’s SEN are affecting their relationships with their peers we address those situations as they arise. This could involve either the class teacher or staff from the I.R. delivering sessions to a whole class during circle time or working with children individually. If situations arise whereby children with SEN are becoming more aware of their own needs we liaise with parents to ensure that they are involved in the process of raising their awareness.
  • We can provide structured support for children who struggle to make friends, formally through Circle of Friends, or informally by encouraging positive interactions during lesson times and playtimes.
  • Trained staff are always on duty on the playground and in the dining room during unstructured times. They are aware of the needs of those children who may need extra support and can be assigned to individual children if necessary.
  • We try to identify the areas in school which are causing children’s anxiety and remove them from the child’s routine if feasible and appropriate. We also use visual support and language strategies wherever possible to reduce anxieties surrounding areas such as transition and change.
  • In Early Years Foundation Stage (EYFS) all children have a Key Worker, who may be the class teacher or the supporting TA. Close relations are built with families. Discussion about emotional wellbeing is part of this role.
What kind of behavioural interventions do you use? 
  • The school has a behaviour policy available from the school office or website. School works in conjunction with parents to avoid exclusions wherever possible, however the school does use fixed term exclusions at the discretion of the headteacher if deemed necessary. The school has a designated team to promote attendance in school.
  • All teachers and teaching assistants have undergone Team Teach training which promotes the use of de-escalation strategies to try and prevent behaviour from becoming extreme. Any physical interventions are delivered by members of staff who are trained in Team Teach safe handling techniques.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • All children with SEN are able to access non-classroom based activities if they are physically able. Risk assessments are always completed beforehand to identify whether extra support will be required.
  • If it is thought that a child may struggle to access any non-classroom based activity, parents are involved in deciding whether the activity is appropriate or how their child can be best supported in that activity.


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

Breakfast Club

After School Club

How do you consult with and involve learners in their education? 
  • Children have daily opportunities to express their opinions on their lessons and these are recorded in their books. Children with statements record their feelings with the support of an adult and these are read at Annual Review. Children are invited to their reviews if it is felt that it would not cause them stress or anxiety.
  • School provides a format for each child to record their views at the start of each literacy and numeracy lesson.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Firstly children are encouraged to visit the school after school hours in order to familiarise themselves with the physical space. This can be done with or without parents and also gives the children an extended opportunity to meet the adults who will be supporting them. We then invite the children to visit the school on two or three further occasions, usually incorporating some time spent in the Learning Centre and some time in their prospective class. We also provide a bespoke transition booklet for each child containing photographs of support staff, details of routines, etc.
  • We offer to support parents during the transition process by supporting them on visits to any setting they feel may be appropriate for their child. School staff provide the secondary settings with relevant information and accompany the children on transition visits when required.
  • We do not tend to mix up classes as they progress through school, however we do take friendships into account on the rare occasions that this happens.
  • The majority of our children move onto Birley Community College. However, we also have children who move to other mainstream schools. Children with a significant level of need also access specialist provision where necessary, such as the Integrated Resource at All Saints or the Integrated Resource at Birley Community College.
  • EYFS staff visit all new children at home and in previous settings before they start. There is also communication with outside agencies who may have previously been involved.
Do you have an online prospectus? Are there open days for families and learners? 
  • We do not have an online prospectus or open days. However, we are happy to show prospective parents around the school on pre-arranged visits. These visits can be arranged by phoning the school.
Does your setting offer any additional services for learners with SEND? 
  • We deliver SEN training for NQTs and also provide autism awareness training for schools.

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