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  • Special schools

    Special Schools and Specialist Hubs Talbot Specialist School Talbot Specialist School provides education for young people who have severe and complex learning difficulties. Young people who attend Talbot Specialist School have an Education, Health and Care (EHC) Plan. Admissions to Talbot Specialist School follow the Sheffield Local Authority EHC plan annual review process . Website: https://talbotlearningcommunity.org.uk/ Seven Hills School Seven Hills School provides education for young people who have a physical disability or profound and Multiple Learning Difficulties. Young people who attend Seven Hills School have an Education, Health and Care (EHC) Plan. Admissions to Seven Hills School follow the Sheffield Local Authority EHC plan annual review process . Website: https://www.sevenhillslearning.co.uk/ Bents Green School Bents Green School provides education…

  • Different types of school placement

    communication difficulty such as autism) Woolley Wood (Severe and complex learning difficulties and disabilities) Secondary schools Bents Green (Autism and Communication and Interaction difficulties) Seven Hills School (Learning difficulties and associated disabilities) Talbot Specialist School… Links and documents This page explains the differences between mainstream schools, integrated resources, and special schools. Please note that only children with an Education, Health, and Care Plan (EHC Plan) will be considered for an integrated resource or special school in Sheffield. Most children, including those with an EHC Plan, have their needs met in a mainstream school. Mainstream school What is it? Most children attend a mainstream school. This includes many children with special educational needs and disabilities. What do children learn? Children are taught…

  • Identification of special educational needs in school

    be provided. In some cases, parents/carers may be the first to notice signs of SEND in the child or young person. This may not always be about their academic performance. For example, there may be concerns about a child/young person's: social interactions, increasing anxiety about school, or behavioural issues at home. If there are any worries, parent/carers should arrange a meeting to talk about these. This meeting should be with the child/young person's: teacher/relevant member of staff, or the SENCO. After investigating concerns The school may decide that the school's…. It follows a graduated approach. This is where: assessments are undertaken a plan is discussed and put in place the provision and support is put in place it is reviewed. This is within a given timescale and involves staff, parents and the child/young person. The school may…

  • Resources for Schools

    Links and documents Inclusion Taskforce - guidance and resources. This includes training videos, flowcharts, forms and templates. It is part of the Learn Sheffield website. Click the logo below for more information. Inclusion Taskforce - training Training schools can attend is on the Inclusion …

  • If you have any concerns on current school placement

    If you have any concerns about how your child’s needs are being met by their current school you can: Talk to their teacher, school SENCO or SEN school governor Contact Sheffield’s SEN and Disability Information, Advice, and Support for advice and support: www.sheffieldsendias.org.uk Email: ssendias@sheffield.gov.uk Telephone: 0114 273 6009 …

  • Choosing a school for your child with special educational needs and/or disabilities

    Links and documents 1. Do your research A school’s website is a good place to start. It can give you a sense of the school’s character. Each school must also have a special educational needs (SEN) policy and information about managing health needs. The school’s website will also include a copy of its most recent Ofsted report or a link to the report on the Ofsted website. Ofsted inspections include looking at how a school is supporting children with SEN. 2. Visit the school Visiting a potential school is important. You will be able to see the school environment, meet staff, and see children learning. Mainstream schools have open days for families of children starting primary or secondary school. The local authority’s school admission team sends information about these. You can also find details on school websites. You can also make an appointment to visit a school…

  • School admissions of children with special educational needs and disabilities

    SEND school places Most children and young people with special educational needs or disabilities (SEND) attend a mainstream school or college. You should apply through the local authority’s admission process unless your child has an Education, Health and Care (EHC) Plan. You can check the schools in your catchment area here . If your child has an EHC plan Children and young people with Education, Health and Care (EHC) Plans attend mainstream schools and colleges, integrated resources (specialist units in mainstream schools,) or special schools. You can only apply for a special school or integrated resource if your child has an EHC plan. Your child’s school place will be arranged by the local authority’s SEND Statutory Assessment and Review Service ( SENDSARS ), not through the general admission process. SENDSARS will contact you when it is time to apply and to discuss your…

  • Strategies to use in daily timetable school

    Strategies to use in a daily timetable at school Use the following strategies in a daily timetable at school. Parents and carers can ask school to see if they can use some of these for their child. Specialist Interest Allow time for a Specialist Interest. This is sometimes referred… are short physical activities that help alert, organise and calm. Do an internet search for Proprioceptive Activities in school – for tons of ideas! Recommended reading Understanding your child’s sensory signals by Angie Voss. Inclusive whole-school culture Young people need to feel respected and supported with their autistic identities. This can result in them masking less. Autistic people shouldn't need to change to fit in to the environment. It needs to change to support their neurodiversity. Schools and other settings should aim to do this at a whole-school level. It increases…

  • Getting back to school and full time education

    Getting back to school and full time education (Re-integration and Review) Plans for long term outcomes and next steps should be agreed at the start of all support or provision. They are then reviewed regularly. Steps should be in place to increase the hours back to full time as soon as possible. the Department for Education says this in their Alternative Provision guidance. The long-term plan is for the young person to have the support to go back to school full time. Parents and the young person must be told about this from the beginning. To support need, schools may look at if either of the following should be in place or applied for: an Extended Support Plan an Education, Health, and Care Needs Assessment The Department for Education (DfE) Alternative Provision guidance More information about getting back to school and full time education can be found on page 12…

  • Becton Hospital School

    A service to help with Social, Emotional and Mental Health. Supports children and young people: 5- 16 years Referral reason: Child has been admitted to an inpatient ward at either Sheffield Children’s Hospital or the Becton Centre for Young People (Tier 4 CAMHS) People involved: Medical Staff, CAMHS and School Offer:School teaches pupils until they are discharged from hospital. How to refer Medical consultants make the admission decisions.…