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Secondary

0114 243 8486

Shiregreen Ln, Sheffield S5 6AG

Primary

0114 242 6874

Bracken Rd, Sheffield S5 6FH

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Special Educational Needs and Disabilities (SEND)

Hinde House 2-16 School aims to be an educationally inclusive school in which the teaching, learning, achievements, attitudes and well-being of every young person matters.
Please see the tables of Key Interventions at the bottom of this page

The Inclusion Team has a vital role within the school and across Brigantia Learning Trust. This vision is shared across all of our Primary, Secondary and Post 16 learning establishment/s with a united approach coordinated by our Director of Academies for Primary with a lead on SEND.

In the Primary School, the Team includes a SENDCO, a Senior Learning Mentor, Manager of the Learning House, Senior Teaching Assistant, Home-School Worker, Attendance Worker and Teaching Assistants based in year groups and leading interventions.

In the Secondary School, the Team includes: the SENDCO and teacher of interventions, a Higher Level Teaching Assistant, 6 Teaching Assistants who work primarily with core subjects and lead interventions and a full time SEND administrator. This team is one strand of our Secondary Inclusion team. We work closely with our Behaviour and Welfare team who consist of our Secondary School Behaviour Manager and team of Behaviour and Welfare Officers and our Safeguarding and Well -fare Officers, including our Looked –After Children officers. The teams also work closely with our attendance team to ensure that we have a detailed overview of our young peoples’ needs in order to offer the maximum support we can.
Effective support for pupils develops from parents/carers and staff in school working in partnership through structured conversations, meetings and regular contact by phone, email and home visits. Children/young people and their parents/carers need to be involved in planning and making decisions about their current and future education. Regular meetings are held with parents/carers of children/young people with SEND and Looked-After Children - with external agencies as appropriate - and including Annual Reviews for pupils with SEND.

Links with outside agencies such as Learning Support, Health Visitor, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and Educational Psychologist Service are strong. There is partnership working with other schools – both mainstream Primaries, Secondary and Special Schools. The Inclusion Teams in the Primary and Secondary Phase work closely together as a 2-16 Education environment to maximise effect and support the smooth transition for young people / pupils between learning stages. The 2-16 school works towards an effective pathway post 16, especially with Longley College 6th form College; a part of Brigantia Trust, supported by Sheffield Futures.

The Team is valued by pupils, staff and parents/carers. It is a strong, reflective Team which benefits from the links between the Primary and Secondary School, the Trust’s other secondary setting: Yewlands, and of Longley College.

External views of the Team and its work have always been very positive.

The most recent Ofsted Report stated:

The care, guidance and support for pupils across the school are good and the overwhelming majority of pupils say that they feel safe in school.”

Pupils with special educational needs and/ or disabilities in both phases make similar progress to their peers because all staff knows them well and provide very effective support for their learning and their well-being.

The school knows its pupils and their families well, enabling staff to form an early and accurate view of individuals who may require additional support. Partnership with outside agencies is strong and used effectively to complement in-house provision. Consequently, pupils most vulnerable to underachievement due to their circumstances, including those with very complex needs, receive well-targeted support which has a positive impact on their achievement and other personal development outcomes.

Work to support pupils at key points of transition is carefully tailored to meet the needs of individuals and groups ensuring pupils settle quickly and feel safe. Students also receive effective guidance as they near end of Key Stage 4 and the overwhelming majority progress into education, employment and training.

Cross-phase senior leadership roles combine effectively with phase-specific leadership responsibilities to provide a wealth of expertise in the senior team.

Pupil diversity is celebrated and positively promoted through the curriculum and the school's caring, inclusive ethos. The school has also taken effective action to promote community cohesion.

Parents and carers have an overwhelmingly positive view about the school, particularly in relation to their child's enjoyment and their confidence that school keeps their child safe.”


Support offered by the Team includes:

  • In-class support from the Teaching Assistant Team.
  • Withdrawal support for interventions to improve speaking, reading, writing, spelling, handwriting, thinking and memory skills, Maths, emotional regulation and well- being or to address physical or medical needs.
  • Catch-up and revision sessions before and after school.
  • Teaching Assistant/Key Workers for all students with statements/ Education, Health Care Plans – each pupil is supported to discuss problems/liaise with subject teachers.
  • Support from the Learning House (Primary) The Centre (secondary) for specific sessions, small group work, nurture, drop in support or full-time provision for a limited period.
  • Support for children/young people experiencing emotional, social, and behavioural or health difficulties.
  • Support for re-integration of students into lessons.
  • Lunchtime provision and support which includes clubs, a quiet room and homework support
  • Support for GCSE preparation
  • Very occasionally, short-term arrangement of a part-time timetable (modified or reduced)
  • Support for staff on behaviour management including individual advice, group discussion and Inset, working alongside the school's Behaviour Policy and On-Call system.
  • Support for individuals from the Learning Mentor Team or Behaviour and Welfare Officers either 1:1 or in small groups, often using solution-focused approaches and working to maximise the potential of each child/young person and break down barriers to their learning.
  • Support for groups with specific difficulties e.g. anger management.
  • Early identification of children/young people requiring additional support from agencies outside school, working alongside parents/carers using the CAF process.
  • Work with outside agencies for advice and to organise further support.
  • Support for vocational programmes for targeted young people
  • Working alongside the Safeguarding team which includes Child Protection, using CAFs, acting as the Lead Professionals and attending multi-agency meetings – core group, Child in Need meetings and Case Conferences.
  • Regular meetings with Health Visitors and the schools Nurse.
  • Supporting Looked-After children/young people in school, liaison with Social Workers around Personal Education Plans.
  • Supporting New Arrivals into school – providing tuition in basic English and targeted sessions to support the subjects of the curriculum. We have a New Start Centre which can help with a smooth transition when first learning English.
  • Weekly Inclusion meetings involving the wider Inclusion team to provide an arena for a fuller integrated approach around the whole child/ young person who may have a barrier to learning
  • Development of strategies to improve attendance including group work with targeted students.
  • First day phone calls re non-attendance.
  • Home visits and telephone contact with families by the dedicated Attendance Team to ensure attendance at school and arrange support for families where needed.
  • Year leader and form tutor meetings/ catch ups with pupils (daily) to celebrate their attendance record or investigate absences
  • Regular contact with parents/carers in meetings, by letter, email, text or phone.

 

For further information, please refer to our SEND and Disabilities Policy or contact school:

Address:
Primary Phase: Bracken Road, Sheffield. S5 6FH

Secondary Phase: Shiregreen Lane, Sheffield S5 6AG

Phone:
Primary Phase: 0114 2426874

Secondary Phase: 0114 2438486

Email: enquiries@hindehouse.net

 

SEND

Executive Trust Governance: Jo Cornelius - Director of Academies (Primary) c/o Hinde House Primary Phase

Non Executive Trust Governance: Kevin Clifford - Trustee c/o Hinde House Secondary Phase


Safeguarding

Executive Trust Governance: Mo NisbetDirector of Academies (Post 16) c/o Longley Sixth Form College

Non Executive Trust Governance: Alison Warner - Trustee c/o Hinde House Secondary Phase

 


SENCO Primary: Rachel Grice Email: RGrice@brigantiatrust.net

SENCO Secondary: Fiona McLeod Email: FMcLeod@brigantiatrust.net


School Local Offer: see document below

SEND Report: see document below

 Sheffield Local Offer: Special educational needs and disabilities (Local Offer): Support and services for children and young people from 0 to 25