Ecclesfield Primary School has a strong belief that all children should be valued, treated with respect and reach their full potential. We aim to provide every child with access to a broad and balanced education that meets the specific needs of individuals and groups of children.
Through personalised teaching and learning, our school strives to ensure that the provision for all our pupils is of the highest possible standards, ensuring that we are always evaluating and refining our practice We firmly believe that by working in partnership with parents/carers and adults beyond school our children receive high quality care, support, education and the best possible opportunities in order to ensure a successful transition into adult life.
For further information please see:
What level of support is offered at Ecclesfield?
Ordinarily Available Provision (OAP) is the range of support and adjustments that mainstream schools should routinely provide to meet pupils' additional needs and remove barriers to learning before specialist provision is considered.
This can include high-quality adapted teaching, classroom adjustments, small-group interventions, pastoral support, and help with communication, learning, social, emotional, or physical needs. Ordinarily available provision can meet the needs of most children with SEND.
If a child is accessing ordinarily available provision (OAP), yet requires more bespoke intervention to remove barriers to learning, we will contact parents/carers to discuss adding the child to our SEN register. Children on our SEN register will have a personalised support plan with relevant targets. These support plans are reviewed three times per academic year with our SENCo, class teachers and parents.
An Education, Health and Care Plan (EHCP) is a legal document for children and young people up to the age of 25, who have significant special educational needs or disabilities (SEND) that require support beyond what is normally available in school. It sets out the individual's needs, the outcomes they are working towards, and the specific educational, health, and social care support that must be provided.
What intervention programs are on offer at Ecclesfield?
At Ecclesfield, we understand that some children may need extra support in their learning or may require pastoral care to meet their emotional needs. Our interventions are all classed as ordinarily available provision. Here are just a few of the interventions that we offer in order to help your child achieve their full potential.
Lexia
Lexia is a technology based reading support program which is designed to speed up the child’s progress through structured activities. Lexia provides in-depth instruction on 6 areas of reading. The program automatically adapts the activities to suit the ability and pace the child is able to work at. It creates and adapts personalised games to enhance the child’s reading ability whilst making it fun for the child. As the activities are personalised, children from as young as five years old can use the program.
Reading Plus
Reading Plus is an online literacy programme designed to improve students’ reading skills through personalised, adaptive learning. It helps learners develop reading fluency, comprehension, vocabulary, stamina, and confidence by providing reading activities and texts matched to their individual ability level.
DreamBox Maths
DreamBox Maths is an interactive, personalised learning programme that helps students develop mathematical understanding, problem-solving skills, and confidence through adaptive lessons tailored to their individual progress and learning needs.
Healthy Minds
Healthy Minds is a school-based mental health and wellbeing programme that helps schools support children's emotional resilience, mental health, and wellbeing, enabling them to engage more effectively in learning and develop healthy relationships.
. . . And many more!!
Signposts: Where to go for further support
Our Special Educational Needs Co-ordinator is Miss Kirman who can be contacted at school on 0114 2467396 or directly via email to l.kirman@ecclesfield-pri.sheffield.sch.uk She is happy to talk to you about any questions you may have reagrding SEND support here at Ecclesfield Primary School.
Local Authority Local Offer
Please click here to view the LA Local Offer.
Family Intervention Service (FIS):
The Family Intervention Service (FIS) works with children, young people and families to provide a range of services which help improve well-being, school attendance, learning, behaviour and health care.
They aim to promote the early identification of children with additional needs. By delivering high quality preventative and supportive services we want to enable children to continue living successfully with their families and communities.
Web: Family Intervention Service
Email: EarlyHelpAssessment@sheffield.gov.uk
Call: 0114 2037485
Sheffield Autism Team
The Sheffield Autism Team supports schools and settings meet the needs of social communication difficulties including autism. They also offer direct work with children and provide advice and support to parents and professionals.
Call: 0114 250 6800
They have a dedicated phone service that is manned by experienced teachers from the team. The service is available Monday to Thursday during term time from 1pm to 4pm.
Speech and Language Therapy:
The service works with children with speech, language, communication or swallowing difficulties from 0 to 16 years of age. They have three teams: the pre-school team, the mainstream schools team and the special schools team.
The teams include specialist therapists who work with children who have communication and/or swallowing difficulties associated with conditions such as hearing impairment, complex needs, stammering, cleft palate, autism and physical disability.
The Speech and Language Therapist’s role is to identify children’s communication strengths and weaknesses. We also support the development of skills in the child, their carers and teachers, which will enable the child to maximise their communication potential.
Though based in clinics at Flockton House, Firth Park and Ryegate, therapists work away from their bases in the community into a wide range of settings. These include family homes, schools, nurseries and Children’s Centres.
Web: Speech and Language Therapy
For further information about services on offer in Sheffield, please visit the Sheffield City Council website: www.sheffielddirectory.org.uk
Special Educational Needs Code of Practice 2014: What do I need to know?
The new SEND Code of Practice now covers ages 0-25 years with a focus on preparing the child for adult life. The transition from school to school and from school to adulthood should be planned for carefully. There are now more and better opportunities for young people who are post-16.
Pupils and families have more say
The child and family is now at the center of discussions when it comes to what support is offered and it’s up to the school or setting to consult with the child and family to gain their views. Young people will also have new rights. When they reach 16, services would normally consult them directly – their views will take precedence over their parents' views.
Education, health and care plans to replace statements
Under the new rules, SEN statements and learning difficulty assessments (LDAs) will be replaced with education, health and care plans (EHCP) taking children and young people up to the age of 25. From September 2014, new assessments of SEN will follow the new rules, and support will be provided through an EHCP. Existing statements and LDAs will remain in force until all children and young people have completed the transition. Transfers from statements to EHC plans should be completed within three years.
School Action and School Action Plus to end
‘School Action’ and ‘School Action Plus’ were the old intervention schemes that tracked progress. Now there is a single school-based category for children who need extra specialist support called ‘School Support’. The parent/carer and child will be informed and consent obtained before the child receives any additional support.
Teachers are more accountable for progress
Teachers are responsible for the progress of all pupils, including those with Special Educational Needs and disabilities. Every pupil should receive ‘Quality First Teaching’ before (if there is a need for) the ‘Graduated Response’ of intervention.
