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Rainbow Forge Primary School

Description

We are a 1 form entry (growing to 2 form entry in KS1) primary school located in the south east of the city.


Who to contact

Telephone
01142487342
E-mail
enquiries@rainbowforgeacademy.co.uk
Website
School Website

Where to go

Name
Rainbow Forge Primary School
Address
Rainbow Forge Primary School
Beighton Road
Sheffield
Postcode
S12 4LQ

Inclusion Information

Wheelchair Access
Yes
Wheelchair access details
Ramps enable access to all buildings. key stage 2 is upstairs, however classrooms could be relocated to accommodate and individual’s needs.
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
ADD/ADHD
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Dyslexia
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues

Other Details

Age Range
2 years to 11 years
Facilities
  • Disabled Facilities
  • Secure setting
Providers who offer pickups from this setting
Jill Fieldsend 

DISCLAIMER: Rainbow Forge 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

Description

We are a 1 form entry (growing to 2 form entry in KS1) primary school located in the south east of the city.

Contact Name
Nina Collard (SENCO)
Contact Telephone
01142487342
Contact Email
ncollard@rainbowforge.sheffield.sch.uk
Links
School Website
Ofsted Inspection Report
Ofsted Performance Data
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 

Number on roll: 240

Average class size: 24

How does the setting identify learners with SEN? 
  • Children are identified through pupil progress meetings and professional conversations between class teacher and the SENCo.
  • Interventions are put into place and the child is tracked closely.
  • After meeting with parents the child would be placed onto the SEN register and referrals made to the appropriate service for assessment.
Is your setting physically accessible to all learners? 
  • The school is housed in an old secondary site, ramps enable access to all buildings but key stage 2 is upstairs, however classrooms could be relocated to accommodate and individual’s needs.
  • There is an accessible toilet in both buildings.
  • Adaptations for children with auditory and visual needs could be made if necessary.
  • An autism audit has currently been undertaken and the school environment scored very well, for example visual timetables are used across the school, the school was considered to be a quiet, calm environment.
  • Work stations are provided for pupils requiring an individual working space and alternative provision can be made at lunchtimes.
  • The site is securely fenced around the perimeter and there is a single entry buzzer system at the main entrance.
  • A large range of equipment has been procured over the years for children with varying needs and we always seek to provide appropriately depending upon the needs of the children.
How does your setting adapt the curriculum for learners with SEND? 
  • The main responsibility for the planning of an education programme lies with the class teacher supported by the SENCo.
  • Learning is carefully differentiated for all children as we believe that quality first teaching is the best way for learners to succeed.
  • Teachers and teaching assistants work collaboratively to ensure that all children receive approached support and challenge to achieve their potential.
  • Reasonable adjustments are made to routines to ensure all children access the school day successfully for example a nurture breakfast group to give children a clam and positive start to the day.
  • Additional activities are provided where needed by school and outside agencies for example, Theraplay, social skills groups, lunchtime nurture groups.
What training have your staff received to support learners with SEND? 

Continuing staff training is paramount to ensuring staff stay abreast of new research and theories.

Some recent training includes:

  • Autism
  • Attachment Disorder
  • Social Communication difficulties
  • Maths & Reading interventions – FFT, Project Code X, First Class at Number, Success in Arithmetic, Numicon
  • Speech & Language interventions – VIP, LEAP, NIP
  • Speech & language Impairment
  • Team Teach

Planned training includes:

  • Visual Impairment training

Individual ‘passports’ for identified children to inform supply teachers of their needs. Individuals changing needs are discussed at whole school staff meetings.

Specialist expertise is sort from the S2S team, Educational Psychologist, Speech and Language, CAMHs, TAMHs and MAST.

Named staff are trained in the administration of prescribed medicines.

How do you communicate with and involve families? 
  • Parent and child structured conversations are held half termly during which progress, targets and provision at school and ideas of how to help at home are discussed.
  • This information is sent home if the parents do not attend.
  • Emails and texts are regularly used to communicate with parents as is the home school reading diary.
  • Parent training and focus groups are planned for the academic year.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Progress is tracked half termly and discussed during pupil progress meetings during which children are identified for interventions.
  • Entry and exit levels and child’s confidence and opinion are recorded for interventions to identify progress made and help to plan further interventions if required.
What support do you provide for the learners' overall wellbeing? 
  • Children reported their emotional wellbeing daily to teachers using a five point scale and structures are in place to ensure children always have an adult to talk to.
  • There self management, attendance, learning behaviours, maintaining their relationships are tracked through our bespoke system half termly and discussed during the structured conversations.
  • A Learning Mentor works in school one day a week with identified children using programmes such as Circle of Friends.
  • Peer mediators and our ‘A’ team provide peer support for children during unstructured periods.
  • A nurture lunchtime group is in place for identified children and lunchtime is supervised by teachers and teaching assistants.
  • Individualised programmes would support leaners who are anxious about school and key adults are assigned.
  • Children are taught about disability awareness through PSHE, P4C, assemblies and our involvement with Soopertroopers an adult learning disability group.
What kind of behavioural interventions do you use? 
  • All teachers are trained in Team Teach de-escalation techniques, whilst some key members of staff are trained in safe holding techniques.
  • Risk assessments and personal handling plans are implemented when needed.
  • A team approach including, the child, parents, teacher, SENCo, outside agencies and the Headteacher is employed to ensure an appropriate and positive approach to prevent exclusion.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Children with SEND are noted on Risk Assessments for out of school educational visits and adjustments are made where needed.
  • The location of the trip is provided with details of SEND children, if needed.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Yes - Breakfast Clubs, After School Clubs, and Holiday Clubs.

How do you consult with and involve learners in their education? 
  • The children are an intrinsic part of half termly structured conversations about their learning, reviewing and setting new targets.
  • They reflect on their progress daily during lessons.  Learning learn skills are actively taught.
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Throughout school transition meetings and weeks take place annually.
  • Extra support is provided where need by the Learning Mentor and the class teachers.
  • Meeting with staff from prior and next settings are vital to ensure a smooth and positive transition.
  • Mixing up classes is avoided when possible but friendships are always taken into account if this cannot be avoided.
Do you have an online prospectus? Are there open days for families and learners? 
  • The school has a regularly updated website and blog.
  • School visits are arranged for prospective children and parents.
Do you offer outreach to home educating families? 

Not currently but we would be interested in supporting this if approached.

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

Not currently.


Last Updated
15/01/2020
Keywords
School, Primary School, Special Education Needs, SENCO, ADHD, visual impairment, hearing impairment,
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