Bents Green School provides specialist education for young people aged 11-19 with Autistic Spectrum Conditions and Communication and Interaction difficulties.
Secondary Special School 11-19 provision
Bents Green School
Bents Green School provides specialist education for young people aged 11-19 with Autistic Spectrum Conditions and Communication and Interaction difficulties.
Who to contact
- Telephone
- 0114 236 3545
- enquiries@bentsgreen.sheffield.sch.uk
- Website
- School Website
- https://twitter.com/bentsgreensch
Where to go
- Name
- Bents Green School
- Address
-
Bents Green Secondary School
Ringinglow Road
Sheffield
- Postcode
- S11 7TB
Inclusion Information
- Wheelchair Access
- Yes
- Supports special needs and disabilities
- Yes
- Special needs and disabilities experience
-
Speech, Language & Communication needs
Autistic Spectrum Disorder
Other Details
- Age Range
- 11 years to 19 years
- Facilities
-
- Disabled Facilities
- Quiet Area
- Secure setting
- Visual aids
Local Offer
- Description
Secondary Special School 11-19 provision
- Contact Name
- Sacha Schofield (Headteacher and SENCO)
- Contact Telephone
- 0114 236 3545
- Contact Email
- headteacher@bentsgreen.sheffield.sch.uk
- Links
-
Ofsted Inspection Report
Ofsted Performance Data
Bents Green website
SEN Information Report
New starters information and virtual school tour
- Local Offer Age Bands
-
Secondary (11-16 years)
Transitions to Adulthood (16+) - SEN Provision Type
- Specialist
Schools Extended Local Offer Response
- If you are a specialist setting what other admissions criteria do you use?
Statement of Special Educational Needs (SEN)
Local Authority Admissions procedures
- Please state the number of pupils on your roll and your average class size
NOR – 217
Class sizes 10 - 12
- How does the setting identify learners with SEN?
Already have statement prior to admission
- Is your setting physically accessible to all learners?
One building, fully wheelchair accessible
New build in 2011 – specifically designed for SEN students
Visual aids such as visual timetable / Communicate in Print signage
Yes - disabled changing and toilet facilities
Secure grounds with fence, maglock entry system to main entrance
Purpose built quiet / safe space in each teaching area, access as needed
Dining – dining room and other quiet dining spaces available as needed
- How does your setting adapt the curriculum for learners with SEND?
All learners have SEN
Teaching planned by subject specialist teachers
Individual Support Plans written and reviewed by personal tutors
All work suitably differentiated to meet individual needs
Timetables and provision individualized as necessary to meet individual student needs
Curriculum includes GCSE Maths, English and Science (where appropriate), National Curriculum, life and independence skills, social skills
- What training have your staff received to support learners with SEND?
Continuing Personal Development (CPD) includes: Makaton, Team Teach, Picture Exchange Communication System (PECS), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACHH), dyslexia, dyscalculia, mental health, Attention Deficit Hyperactivity Disorder (ADHD), Pathological Demand Avoidance syndrome (PDA).
Students have ‘Group Communication Profiles’ which outline student needs (such as behavioural and learning support needed, communication level, medical needs).
Specialist support from SALT, educational psychologist, Ryegate, Specialist Autism Spectrum Disorder (ASD) nurse.
- How do you communicate with and involve families?
Communication with parents through home/school diaries, email, text, phone calls, letter, newsletters
Regular meeting with parents to review progress and set targets (parents evenings and Annual Review meeting)
- How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
Self Evaluation Form (SEF) updated regularly
Reporting to Governors termly
- What support do you provide for the learners' overall wellbeing?
Pastoral care through teaching assistants/ teachers/ Higher Level Teaching Assistants / Deputy Head pastoral
Multi-agency support through FCAF
Referrals to Child and Adolescent Mental Health Service (CAMHS)
Social skills taught in PSHE (Personal, social, health and economic education) sessions
Additional support for some young people at unstructured times, access into variety of spaces to meet individual needs
Adaptions to timetables to support learners with anxieties, TA / HLTA support
- What kind of behavioural interventions do you use?
Reward system to promote appropriate behaviours
Monitoring and analysis of behaviour across school
Personalisation / Alternative provision to meet needs of individual students on occasions
Termly attendance rewards, links with families / agencies to boost attendance
- How do you ensure learners with SEND are included in non-classroom based activities?
All learners supported to access all activities, support as needed
Parents / Carers involved in meetings in school to discuss residential visits at Year 10, Year 11 and Post 16.
- Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify.
None provided.
- How do you consult with and involve learners in their education?
School council meets weekly and views are passed to Senior Leadership Team for response. Teacher or TA act as mediator / facilitator.
- Do you have an online prospectus? Are there open days for families and learners?
Our website details plenty of useful information for Parents / carers. We do not have an online prospectus
Open Days for parents / carers of Year 5 and Year 6 students who have an EHCP and may need specialist provision at secondary level of Education
- Do you offer outreach to home educating families?
Not currently
- Last Updated
- 04/05/2021
- Keywords
- SENCO, Special Education Needs