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Prince Edward Primary

Summary
Prince Edward Primary School is a community school for children aged from 3 to 11.


Description

Prince Edward Primary is a member of the Sheffield South East Learning Partnership.

Our nursery offers flexible attendance including the possibility of full day attendance and there are two classes in each of our year groups from Reception to Year 6.


Who to contact

Contact Name
Sheena Day
Contact Position
Receptionist
Telephone
0114 228 1900
E-mail
enquiries@princeedward.sheffield.sch.uk
Website
School Website

Where to go

Name
Prince Edward Primary
Address
Prince Edward Primary School
Queen Mary Road
Sheffield
Postcode
S2 1EE

Inclusion Information

Wheelchair Access
No
Supports special needs and disabilities
Yes

Other Details

Age Range
4 years to 11 years
Providers who offer pickups from this setting
MASKK Term Time Inclusive Playcare 

DISCLAIMER: Prince Edward Primary 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
  •  Prince Edward Primary is a member of the Sheffield South East Learning Partnership.
  • Our nursery offers flexible attendance including the possibility of full day attendance and there are two classes in each of our year groups from Reception to Year 6.

Contact Name
Rachael Briggs & Rachel Wells (SENCO)
Contact Telephone
0114 228 1900
Contact Email
enquiries@princeedward.sheffield.sch.uk
Links
School Website
School Prospectus
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 

There are 366 children attending our school. The average class size is 25.

How does the setting identify learners with SEN? 
  • Our teaching team takes every opportunity to evaluate and review how each child is learning and progressing in all areas of development not just academic subjects.

  • We meet regularly with parents to share this information and listen to their views.

  • If there are any concerns from either school or home a plan is made on how to address these concerns. Sometimes a little extra in school and at home is enough.

  • However if it is not enough the school Senco will work with parents and teachers to identify in more detail the difficulties and how to meet the child’s needs.

  • At this stage we may ask outside professionals, for example the Speech and Language Service or Learning Support Services to come into school and advise us on how to meet the child’s needs.

  • We believe it is very important to see the child as an individual and to work with any service that can help in meeting the child’s needs.

Is your setting physically accessible to all learners? 
  • We recognise the importance of providing a visual environment so every class room uses a visual timetable and has visual resources to support the children. These are often made specifically for a child to meet their individual needs.

  • We have a large secure playground for break times and lunch times.

  • We also have a wild secret garden where the children are encouraged to explore the environment in traditional play.

  • The children eat in our dining hall but those children who find this too noisy and busy are invited to eat in our Nurture provision which is quieter and a little more like home.

How does your setting adapt the curriculum for learners with SEND? 
  • Our school aims for all the children to have a broad and balanced curriculum and to be as involved as possible in the overall school community.

  • The Class Teacher ensures each child is set learning at the level they are working at in a way they can access incorporating any advice from the Senco or outside professionals.

  • For some children it can be important to make changes to the usual school day and wherever possible we are happy to do this.

  • When a need outside of the usual curriculum is identified the school’s inclusion team work closely with the classroom teachers to deliver additional activities such as social groups, nurture provision and speech and language sessions.

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

The school regularly organises professional development training for the staff in response to the children’s needs.

Within school there are staff trained in:

  • Wave 3 speech and language support.

  • LEAP speech and language program.

  • VIP speech and language program.

  • PEC’s

  • Intensive Interaction.

  • Modified language.

  • Autism.

  • Visual resources and environment - Communication in Print.

  • Dyslexia.

  • ADHD.

  • Emotional wellbeing.

  • Nurture Network provision.

  • Rainbow reading.

  • Bereavement support.

  • Anger management.

  • Epilepsy - including administration of rescue medication.

  • Diabetes - including monitoring of blood sugar levels.

 

Information about specific teaching or support strategies to be used with the children is shared with the child’s teaching team immediately and with lunchtime staff at a weekly meeting. Visiting staff such as supply teachers are given an information folder containing the same details.

How do you communicate with and involve families? 
  • We believe an effective relationship between parents and teaching staff is very important.

  • During teaching time the children are our focus but when we are not teaching we try to have an open door policy for quick informal chats or private meetings.

  • We value parents coming into school to support in class and on school trips.

  • The school holds regular parents evenings, open days and classroom workshops for all families throughout the year.

  • The Foundation Stage staff deliver workshops aimed at giving your child the best start to their time in school.

  • For children with additional needs, there are further ways of communicating with the school.

  • There will be regular planned meetings with the class teacher to discuss progress and plan together how to meet the child’s next steps.

  • If an outside professional is involved in working with the child the parents will receive copies of all the reports and given the opportunity to meet with the school Senco at a time convenient to them to discuss how to apply the advice.

  • In some cases, it may prove valuable to have daily communication between home and school.

  • This can be done through a home/school book in which significant information is recorded and shared by both sides.

  • If a child has medical needs they will be invited in by the Senco to share all relevant information and a care plan will be written in agreement with the parents.

  • If there are no English-speaking adults in a family we would hope to have a translator attend planned meetings as there are no second language speakers on staff.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  •  Every term the progress of each child is formally reviewed by the class teacher and a member of the Senior Leadership Team to ensure the provision is effective.
  • In addition all of the extra groups, programs and interventions are reviewed by the Senco and a member of senior management to ensure they have been effective in meeting the child’s identified needs.

What support do you provide for the learners' overall wellbeing? 
  •  Pastoral care and the children’s personal, social, health and emotional wellbeing (PSHE) is a priority for the school team.
  • The school curriculum is reviewed to ensure all aspects of PSHE are successfully delivered across the school.

  • The teaching staff are encouraged to liaise with the inclusion team on the wellbeing of the children in their care and if there are any concerns the parents are contacted and fully involved in planning how to support the child.

  • For children who find social skills difficult we run social groups or may organise play buddies.

  • For children who find the playground difficult we have play monitors to support them.

  • Alternatively they may be invited to spend time in the Nurture lunch club.

  • The school has a daily afternoon Nurture provision.

  • If a child finds school particularly stressful or difficult to cope with they may be given the opportunity to attend Nurture until their confidence and self-esteem has developed enough for them to be successfully integrated back into their class.

What kind of behavioural interventions do you use? 
  • The school’s aim is to develop self-discipline and an awareness of mutual respect in all children.

  • We expect your child to behave with respect for other people, their property, and the school community in general.

  • We recognise everyone is an individual and although we have high expectations of all our children these expectations are always realistic and in line with what they are capable of.

  • Our primary approach is to encourage and celebrate behaviour that meets those expectations.

  • If your child does not behave in an acceptable manner, we will want to share our concerns with you, so that we can understand any possible cause for the behaviour and work together to modify it.

  • We believe that the behaviour of your child is a joint responsibility between them, yourselves and the school.

  • The inclusion team has a range of strategies, incentives and sanctions to support the child all of which are implemented in partnership with parents.

  • These include behaviour reward cards, report cards, removal of privileges e.g. football club or working away from the child’s usual classroom.

  • In almost all cases this is sufficient to get a child back on track, however if the behaviour continues to escalate we would be likely to seek the help and advice of outside professionals such as an Educational Psychologist. 

How do you ensure learners with SEND are included in non-classroom based activities? 
  • We have an expectation that all children will be included in all activities and strive to achieve this.

  • How this is achieved varies from child to child depending on the need. We would work closely with parents to plan activities and support to ensure the child has the best possible experience.

  • We are happy for parents to accompany their child on school trips and find this is usually as enjoyable for the parents as it is for the child.

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

Yes we offer Breakfast Clubs and After School Clubs

How do you consult with and involve learners in their education? 
  • When formal reports such as annual parents reports or SEN review reports are written to record a child’s progress they are invited to include their thoughts and comments.

  • They may wish to do this independently or with the support of a trusted adult.

  • Any targets raised at these meetings are fully shared with the child in an age appropriate way.

  • In the classroom all children have realistic and achievable targets they are working towards.

  • These are set in agreement with the child.

Do you have an online prospectus? Are there open days for families and learners? 

The school has a website where the prospectus is available. www.princeedward.org.uk

Do you offer outreach to home educating families? 

We currently do not offer any outreach facilities to home educated children.

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

Our setting does not offer any additional services.


Last Updated
05/10/2018
Keywords
School, Primary School, Mainstream
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