How Watercliffe Meadow supports the progress of pupils with additional needs

Our SENCo is: Corina Antcliff

This information is reviewed annually in the summer term through the Inclusion Governors Sub-Committee.

Which members of staff would you need to contact if you have concerns and what are their roles?

Special Educational Needs Co-ordinators (SENCo)

Corina AntcliffCorina Antcliff

Learning Mentor Team

Jayne SeniorJayne Senior

Sam Dyson_v2Sam Dyson

Bernice CusworthBernice Cusworth

Tracy TomkinsonTracy Tomkinson

Attendance Officer

Sue BibbySue Bibby

What kinds of special educational needs do we provide for?

We are a mainstream inclusive school and aim to meet the needs of all children and put provision in place to reduce their barriers to learning.
Currently these are some of the range of needs we are providing for:
1. Communication and interaction – Autism, Speech and Language
2. Cognition and Learning – Dyslexia, mild learning disabilities
3. Sensory and/or physical – Hearing impaired, Visually impaired
4. SEMH – Social, Emotional and Mental Health difficulties

What support do we provide for improving emotional and social development?

Before any interventions are put in place we observe and assess the needs of the child and/or family. We then put in place the most suitable support package. This may include anger management, bereavement and social, emotional well-being programmes. These are reviewed on a regular basis and adapted if necessary.

A link to the LA Local Offer

SEND children and young people may need support from a wide range of services and professionals within Education, Health and Social Care. Sheffield’s local offer will make it easier for families to find out what they need to know and help you find the nearest and most suitable services for families.

How do we know if your child is making progress towards their targets? How do we ensure that you and your child are involved in this?

Targets for children in Maths, Writing and Reading are monitored on a daily basis through our marking and feedback policy and their next steps through the marking and feedback from their class teacher.
Information is fed back to parents through their child’s learning journals. We also hold 2 formal progress meetings for parents each year plus an additional informal transitional afternoon. Parents with children who are on the SEN Support register have the opportunity to meet with the SENCo and class teacher 3 times a year.
We have pupil progress meetings 3 times a year. At these meetings the Headteacher, Deputy Headteacher , class teachers and other relevant staff discuss children’s progress, targets and any interventions needed. The information from this is inputted into meetings with parents.

How do we secure additional services and expertise to work with us?

We currently buy in extra speech and language services and a consultant psychologist.
We access and work alongside external services including MAST, educational psychology, services Autism team, Early Years, Vision Impaired, Hearing Impaired.

We also regularly support families with Ryegate and other assessment appointments.

Our speech and language therapist works in school every Wednesday plus extra sessions. Working alongside our therapist is a speech and language therapy assistant who works half a day every Wednesday.

How will we ensure that your child has a successful transition from one school to another?

We recognise transition to Secondary School can be a very stressful time for our children and families so we work hard to ensure it is a smooth as possible. Our Learning Mentor Team have regular meetings with the Pastoral Support Teams at Secondary Schools and the Y6 team do a detailed handover of every child’s needs and levels with the Y7 Coordinator. If you have any questions around transition to Secondary School please don’t hesitate to contact a member of the team.

All children that transition to Watercliffe Meadow in year receive a home visit from a senior member of staff and a learning mentor.

How do we evaluate the effectiveness of provision?


Senior Leadership Team hold fortnightly meetings with Teaching Assistants in each phase and Learning mentor Team to discuss targets set for children and next steps.

Data from the interventions is analysed including progress made from pre to post testing, as well as overall progress made in class as discussed during pupil progress meetings.

Observations of interventions help to evaluate how effective they are. We monitor feeling scores, loss of golden time, serious incidents and exclusions to see the impact of social and emotional interventions.




What support do we give pupils in the classroom and how is the curriculum and learning environment adapted to meet their needs?

Visual timetables and a range of visuals are used in every classroom. Each class teacher ensures that every lesson is differentiated to meet the needs of every child in their class. Children may be grouped according to ability. At Watercliffe Meadow we have highly experienced Teaching Assistants in each class to support children where necessary. For higher needs children the curriculum is adapted for their learning needs and they may also have access to additional support and interventions.