Skip to main content

Stocksbridge High School

We are a relatively small (820 on roll) 11-16 mixed comprehensive school serving the communities of Stocksbridge, Deepcar and the surrounding area.


Mission Statement

At Stocksbridge High School we strive to create a stimulating, supportive community in which all can learn and grow. A community based on enjoyment of learning, where learners are ambitious, resilient and confident. A community built on a belief in the potential for all, where each individual is inspired to achieve to the very best of their abilities. A community based on responsibility and respect – for learning, behaviour and for the well-being of others. A community that provides a broad and engaging learning experience, personalised according to needs and interests. A community that ensures that our students are literate, numerate and technologically able, thus prepared for success in further learning, future careers and active citizenship in a dynamic and diverse global environment.

Statement of Aims:

1. To create a stimulating, safe and supportive community in which all can learn and grow
2. To promote enjoyment of learning
3. To develop ambitious, resilient and confident learners
4. To believe in the potential of all, inspiring each individual to achieve to the very best of their abilities
5. To promote responsibility and respect – for learning, behaviour and for the well-being of others.
6. To provide a broad and engaging learning experience, personalised according to needs and interests
7. To ensure that our students are literate, numerate and technologically able
8. To prepare our students for success in further learning, future careers and active citizenship in a dynamic and diverse global environment. 



Who to contact

Contact Name
Andrew Ireland
Contact Position
Head Teacher
0114 2883410
0114 288 3153
Stocksbridge High School

Where to go

Stocksbridge High School
Stocksbridge High School
Shay House Lane
S36 1FD

When is it on?

Time / Date Details
Open Monday to Friday from 8:30am until 4:00pm
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
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Multi-Sensory Impairment
Hearing impairment
Cerebral Palsy
No diagnosis yet
Social, emotional and mental health needs
Medical Needs or long term illness
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Able to accommodate other cultures/ethnicities

Other Details

Referral required
Age Range
11 years to 16 years
  • Parking
  • Musical Instruments
  • Schools
  • Disabled Facilities
  • Changing facilities
  • Sensory Room
  • Garden
  • Quiet Area
  • ICT Facilities
  • Visual aids
  • Meeting Rooms
Providers who offer pickups from this setting
Helen Eagle, Childminder  Marie Knight, Childminder 

DISCLAIMER: Stocksbridge High 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


See Local Offer below or access Information Report via school website

Contact Name
Miss G Feechan (SENCO)
Contact Telephone
0114 2883153/ 0114 2883410
Contact Email
School Website SEN Information Report, Local Offer and SEND Policy
School SEND Policy
Local Offer Age Bands
Secondary (11-16 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 801 students on roll. The average class size is 28.

How does the setting identify learners with SEN? 

Here at Stocksbridge High School we aim to identify learners with SEND in a range of ways:

  • Through liaison at transition. The Phase Manager, SENCO and Teaching Assistants work closely with our feeder (and other) Primary Schools. Additional visits and meetings are also organised to allow additional transition to occur and relationships to be developed. 
  • Through concerns raised by parents, form tutors, teachers and support staff as well as by students themselves. The school has a clear system of intervention and where concerns continue beyond class teacher support a clear system of referral to Phase Leaders, Phase Managers and the SENCO are in place. 
  • Phase Leaders are responsible for monitoring the progress of all students within their year group/s, this is overseen by the Assistant Head in charge of Progress and Achievement. SENCO additionally monitors progress following each data collection point and meets with the Assistant Head in charge of Progress and Achievement to discuss actions.
  • By individual assessment. The SEND department has a range of assessments to identify need/ strategies and refer to outside agencies where appropriate.
  • Through use of the Sheffield Support Grid.
  • Consultation with Family of schools and Educational Psychology.
  • Through liaison with and assessment by external agencies. If these agencies are involved the school happily adapts practices to support professional recommendations.


Is your setting physically accessible to all learners? 
  • All areas of the school building are accessible, either by lift or externally.
  • The school was partly rebuilt and partly refurbished with reference to low sensory environments.
  • A variety of ICT equipment and other resources are available according to need and are sourced either through specialist SEN providers or through involvement of other agencies such as Occupational Therapists or Sensory Impaired Service.
  • There are good disabled changing and toilet facilities available.
  • Quiet, safe supervised spaces are available for those who require them- this includes use of a sensory space.
  • Supervised lunch area for students who need additional support during unstructured times.
How does your setting adapt the curriculum for learners with SEND? 
  • There is a qualified and experienced SENCO in school who oversees SEND provision and programs.
  • The school has a flexible approach to adaptations required and will address any needs case by case.
  • A variety of small group and individual intervention work takes place around issues such as literacy, language, numeracy, social skills and self-esteem.
  • Classroom teachers deliver Quality First Teaching allowing all students to access mainstream learning. This is overseen by two Senior Leaders with responsibility for Teaching and Learning. All staff receives professional development around 'challenge for all' and there is a team of Lead Learners to support staff in developing their practice to meet student needs.
  • At KS3 there is an alternative curriculum offer known as ALP- this focuses on additional support in closing literacy gaps. This is for a small group of selected students who are significantly behind. This is staffed by a qualified Primary Teacher. Students are removed from humanities/ languages and when gaps are closed reintegrated back into these lessons.
  • At KS4 there is an alternative curriculum offer known as ELP (Entry LEvel Pathway) this runs alongside GCSE/ BTEC courses. It focuses on Entry-level Maths, English and Science. Students have an additional 5 lessons a fortnight (2 English, 2 Maths, 1 Science) to help them secure the functional skills needed. They will be entered for Entry Level Qualifications but will also still access GCSE qualifications for these subjects.
  • Maths and English groups are grouped based on targets and progress at Key Stage 3. There are also Teaching Assistants assigned specifically to English and Maths to help develop the specialist resources.
  • We ensure that the amount of time students are withdrawn from mainstream classes is kept to a minimum and always encourage independence. Our ultimate aim is to support our young people in becoming independent adults.
  • Extra support for students is available after school with the teaching assistants; particularly for homework/ study skills.
  • Alternative Provision placements can be offered when appropriate and are decided on a case by case basis.
What training have your staff received to support learners with SEND? 
  • Teaching staff receive a variety of training as necessary and appropriate.  This includes training in areas such as Speech and Language, Specific Learning Difficulties, ADHD, Attachment, Autism, challenging behaviour and moving and handling. 
  • Members of the SEND department also recieve regular ongoing training in the support of pupils within and outside the classroom. This includes things such as Theraplay, Lego Therapy, Precision Teaching etc.
  • All new staff recieve SEND training as part of their introduction to the school.
  • Staff receive regularly updated information and person centred strategies electronically- these are working documents. This information is forwarded and amended during transition periods.
  • The SENCO delivers training/ updates regularly through Teaching and Learning Briefings.
  • There are currently staff specifically trained in administration of medicines and feeding.
  • The school actively takes part in Locality SEND training.
How do you communicate with and involve families? 
  • Communication with parents and carers takes place in a variety of ways such as e-mail, phone-calls, meetings, reviews, parents’ evenings, home-school diaries, parentmail, letters and reports.
  • Parents are invited to discuss their child’s progress in regular meetings and reviews. 
  • Parents are encouraged at all stages to contribute to their child's education plans. The parents views are central along with those of the child.
  • Y6 information evenings are offered. 
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Evaluation of provision for SEND takes place as part of the school’s appraisal process.
  • SEND is embedded throughout the school's development plan and is reviewed by the School Improvement Partner and the Trust.
  • SEND is a focus for all Quality Assurance systems within school- these are conducted by Senior Leadership and Subject Leaders.
  • The SEND department development plan is regularly reviewed and overseen by the Senior Leadership Team.
  • Regular data collection takes place and provision is monitored and evaluated through its analysis.
  • The effectiveness of SEND provision is regularly evaluated by governors through committee and whole governors meetings as well as having a designated governor link.
  • Learning walks are conducted by the SENCO either individually or with class teachers, subject leaders, Senior Leaders or the SEND Governor.
  • The SENCO meets regularly with the a member of Senior Leadership to discuss provision.
  • The school actively takes part in both FAmily of Schools (FOS) and Locality SEND moderation to ensure provision is appropriate.
  • The school partakes in City- wide moderations.
What support do you provide for the learners' overall wellbeing? 
  • Systems are in place for monitoring and supporting students’ well-being.
  • Pastoral Managers are available to support students individually and in groups.
  • SMSC lessons and other areas of the curriculum address issues around disability awareness.
  • Small group work may be organised for students who require more targeted support around vulnerability, anxiety, social and emotional issues.
  • A ‘safe haven’ is available for students who require a supervised quiet environment at unstructured times.
  • Students who newly experience anxiety are encouraged to identify key people in school with who they can talk and feel comfortable.
  • Students who are known to experience anxiety have keyworkers allocated.
  • We keep in close contact with parents, make specific arrangements where necessary, for example, in exams and will draw in expertise from outside school where appropriate.
What kind of behavioural interventions do you use? 
  • A clear system of reward and sanction is in place, with an internal consequence room available.
  • Communication with parents as key.
  • Behaviour system provisions are modified to the individual where appropriate and necessary for their success but expectations remain high.
  • Attendance is closely monitored daily and any issues are addressed in order to put strategies in place for improved attendance where necessary, for example, attendance panels and referral to other agencies.
  • We work with students who display extreme behaviour on an individual basis, to find the best ways to reduce the behaviours and help them to develop more positive attitudes to earning in school. This will always include working with parents and carers, and sometimes involving other professionals.
  • Support Plans and My Plans where appropriate are developed with the child and parents/ carers.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • The school offers a range of extra- curricular opportunities and enrichment which we are looking to expand.
  • Forward planning is key, so that the activities chosen will be accessible.
  • Parents will be consulted and involved on an individual basis, to look at needs, risk assessments and arrangements to be made.
  • Form- tutors and those in charge of extra- curriculuar work with students to introduce these. All students are encouraged to partake in one extra- curricular activity and those who can be indentified for particular activities are supported in accessing these.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Club and Homework Club take part within Paragon- the SEND department space.

There are also a range of extra curricular activities available to all.

How do you consult with and involve learners in their education? 
  • Regular student voice activities are held, where a cross-section of students in school are invited.
  • Students who need support with this will be offered it, for example, where a known adult is there to support or scribe.
  • Students are invited to attend and contribute to their SEND reviews including the use of One Page Profiles and person centred planning. All students views are collected ahead of the meeting in case they feel overwhelmed within it.
  • Students are represented by the newly formed Student Council. This council represents all identifiable groups within the student body.
Do you have an online prospectus? Are there open days for families and learners? 
  • Information about the school can be found on the website (currently being redesigned).
  • Open evenings and events are arranged at various times in the year.
  • Welcome evening for prospective students is help annually in September/ October.
  • Individual meetings/ visits can be arranged by emailing:


Do you offer outreach to home educating families? 


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

Students may be offered access to alternative provision on a case by case basis.

Where agreed students may be referred to supportive services and agreed outside agencies.

Last Updated
Stocksbridge High School, Sheffield, Secondary School, Education, SEND, SENDCO, Minerva Trust
Back to top Contact US
Powered by Open Objects © Open Objects Software Limited