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Nether Green Junior School

Nether Green Junior School is a large, three form entry mainstream school with an Integrated Resource.


Nether Green Junior School is a relatively large and popular school.

Who to contact

Contact Name
Mrs S Jackson
Contact Position
Head Teacher
0114 2302461
school website
Parent Organisation
Nether Green Junior School - Integrated Resource

Where to go

Nether Green Junior School
Fulwood Road
S10 3QA

Our SENCO is Rachel Longbottom.

Our SEN Governor is Steve Middleton.

When is it on?

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

Inclusion Information

Wheelchair Access
Wheelchair access details
Buildings partially accessible for wheel chairs
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Hearing impairment
Physical Disability/Mobility Issues

Other Details

Age Range
7 years to 11 years
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
Nether Green Junior After School Club  Fulwood Nursery Limited 

DISCLAIMER: Nether Green Junior 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

  • Nether Green Junior School is a relatively large and popular school.
  • Most of the pupils come to this school from both Nether Green and Broomhill Infant Schools, and usually the school is oversubscribed.
  • The school has a very welcoming and caring ethos and is well regarded within the community.
  • The school has a standard admission of 90 for our mainstream classes, with12 registration groups, three in each year group.
  • In addition we have an Integrated resource with 12 places for pupils with significant learning difficulties and complex needs. These children are included in the daily life of the school.
  • The school has a main building (which is over 100 years old,) housing most of the classrooms and the dining hall and kitchens.
  • In addition there are two mobile classrooms and a sports hall.
Contact Name
Rachel Longbottom
Contact Telephone
0114 2302461
Contact Email
School Inspection Report
School Website
Send Information Report 2018-19
SEND Information 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 

There are currently 380 pupils on roll, including 13 pupils in the Integrated Resource, and the average class size is 32 pupils.

How does the setting identify learners with SEN? 
  • Learners with SEND are usually identified by the class teacher.
  • A parent may also express a concern about their child’s learning.
  • Our SENCO can carry out some initial assessments, and we may also access a range of services such as the Learning Support Service (S2S), Educational Psychology Service and Speech and Language Therapy Service who can also assess pupils.
  • Some learners will already have had a Special Educational Need identified at Infant school, and this information is passed on to us by that school.
Is your setting physically accessible to all learners? 
  • The school has a main building housing most of the classrooms, two mobile classrooms, and a sports hall.
  • It is possible to access the main building, sports hall and two of the outside classrooms with a wheelchair, and two pupils have used wheelchairs previously.
  • One outside classroom is currently not accessible with a wheelchair.
  • The school building is over 100 years old and it is not possible to modify it further.
  • Some rooms such as the main hall and sports hall have poor acoustics, but most classrooms have a reasonable auditory environment.
  • There are disabled toilet facilities.
  • The playground is fenced and reasonably secure.
  • We have provided visual timetables for pupils who benefit from them. 
  • Some pupils have eaten in a separate room if the dining room is too noisy for them.
  • Quieter areas have been created in the playground, and we also try to provide alternate activities at lunchtime for children who find the playground challenging.
How does your setting adapt the curriculum for learners with SEND? 

Every teacher is a teacher of pupils with SEND, and the SENCO helps staff to plan for this. Differentiation is an important aspect of this, alongside a range of activities and interventions. Examples of such activities are:

Specific Learning Difficulties (Literacy or maths) 

  • Tracking books
  • Letters and Sounds phonic groups
  • Coloured overlays
  • High interest/low reading age books
  • Lexia
  • Wordshark
  • Numbershark
  • Catch-up groups
  • Precision Teaching

 Fine or Gross Motor Skills –

  • Write From The Start
  • Handwriting Programmes
  • Pencil grips
  • Handwriting groups 
  • Gross Motor Skills groups
  • Trampette programmes
  • Typing programmes 

Speech and Language -

  • Vocabulary Improvement Programme 
  • Narrative Intervention Programme

Communication/ASD/Behaviour and Emotional Difficulties –

  • Social Skills groups
  • Social Stories
  • Theraplay games
  • Task boards
  • Visual timetables
  • Lunchtime Clubs

 We have also supported pupils with individual physiotherapy or speech and language programmes under the guidance of a Physiotherapist/Speech and Language Therapist. 

We have made some changes in the provision to support children SEND needs in line with individual plans and needs; these have to be carefully balanced and reasonable.

What training have your staff received to support learners with SEND? 

We have an ongoing programme of whole Staff or individual training, and most recently this has included:

  • Autism Education Trust Tier 1 and 2 training
  • The Sheffield Support Grid
  • Reading
  • Spelling
  • Questioning Skills
  • Sensory Issues, Running a Social group
  • Speech and Language Issues, Vocabulary Groups
  • Emotional and Mental Health and Wellbeing
  • Emotion Coaching
  • Attachment
  • ADHD


Individual staff (Teachers and Support Staff) have attended courses covering a wide range of subjects including  Mental Health issues, Lego Therapy, speech and language and running VIP and NIP programmes.

Information on a need to know basis is passed onto relevant adults including Lunchtime Supervisors, Peripatetic Teachers and Supply Teachers. 

We have good relationships with outside agencies such as the Educational Psychological Service, and access other agencies such as the Multi-Agency Support Team, Physiotherapy Service, Speech and Language Therapists, Autism Service, CAMHS Team for example as needed.


How do you communicate with and involve families? 
  • We have three parents evenings each year.
  • For pupils with SEND we also hold review meetings each term when parents, class teacher, SENCO and Support Staff where relevant can review progress and set targets.
  • We communicate in a range of ways – conversation, letter, e mail, phone call, home-school book – especially for pupils with more complex issues.
  • We have an SEND section on the school website with information for parents including useful websites and information sheets.
  • We ask parents to complete an SEND Questionnaire as their child leaves Y6.



How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The school uses tracking data to carefully map the progress of all pupils, and the Deputy Head and SENCO meet with class teachers to monitor this.
  • The effectiveness of interventions is analysed by means of SENCO observations, and completing monitoring sheets, and pupils are assessed before and after interventions to monitor effectiveness. 
  • SEND targets are monitored and assessed at least termly through review meetings.
  • Parents complete a questionnaire about SEN as their child leaves Y6 each year.
  • Scrutiny of planning and books, learning walks and pupil voice also help to evaluate effectiveness of provision.


What support do you provide for the learners' overall wellbeing? 
  • Teachers place an emphasis on the well-being of all their pupils.
  • We also have a Learning Mentor who can support pupils individually or in small groups.
  • We offer lunchtime clubs for vulnerable pupils.
  • We will involve outside agencies such as the MAST team and Educational Psychology for additional support. Assemblies and PHSE sessions raise the awareness of disabilities to our learners



What kind of behavioural interventions do you use? 
  • We work as a team involving relevant staff and parents to support behaviour.
  • Staff have been trained in Emotion Coaching.
  • Individual plans and strategies are put in place to support children with behaviour difficulties and every effort is made to work with parents.
  • This may involve behaviour records linked to rewards with close home/school liaison.
  • Our Learning Mentor will work with parents and pupils around attendance issues.
  • School involves and takes advice from outside agencies as appropriate.


How do you ensure learners with SEND are included in non-classroom based activities? 
  • We aim to include all learners in additional activities such as school trips and residentials.
  • This is done in conjunction with parents / carers .
  • Special consideration and planning takes place to make inclusion possible with additional support where appropriate and reasonable.
  • Trips and visits are adapted to include individuals e.g. provision to attend just part of a visit.



Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • We have close links with a breakfast club and after school clubs which run in the school or very close to the school.
  • Pupils are escorted and supervised by the staff of these establishments.
How do you consult with and involve learners in their education? 
  • All pupils have the opportunity to talk with teachers and teaching assistants about ways to support them, and contribute to Pupil Voice.
  • Pupils have access to a learning mentor who can talk with them and discuss issues with them.
  • Pupil questionnaires are carried out annually.
  • Pupils complete a review sheet before SEND reviews, either with a Teacher/Teaching Assistant, SENCO or a Parent..
Do you have an online prospectus? Are there open days for families and learners? 
  • We hold an open evening in the Autumn Term each year for prospective pupils and their families.
  • This is followed up by a family evening and regular parents meetings and annual open afternoons.
  • There is a prospectus on the website which is supported by other information with a good SEND section.


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