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Redlands Primary and Nursery School

Redlands Primary and Nursery school is a very popular school situated close to the town centre near the main A57 Worksop to Sheffield road. It has extensive playing fields overlooking the countryside and there is a lake with nature walks on site. The school was rebuilt ata cost of over 3.5 million in 2004.

It is a terific example of a modern primary which has been well designed and has excellent working conditions and facilities.

Offering 30 Hours Funding from September 2017.

Who to contact

Contact Name
Andrea Burvill
Contact Position
01909 473655
01909 473655

Where to go

Worksop Redlands CP School
Crown Street
S80 1TH

Time / Date Details

When is it on
Open Monday to Friday 8.30am to 4.00pm

Other Details

Local Offer Localoffer flash icon

Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

Our aim at Redlands is to provide every child at our school with access to a broad and balanced curriculum regardless of special educational need.  

Redlands Primary School is a mainstream primary school catering for children aged 3-11 years.  We are fully inclusive and we cater for a wide range of additional needs.  All pupils at our school have the right to a rich and broad, high quality education regardless of gender, disability, race, culture and age.  Our aim is to make provision for any child irrespective of their special educational need or disability. 

We are committed to whole school inclusion.  We fully understand that Special Educational Needs are diverse in nature and in the case of pupils experiencing difficulties, we recognise that these might be:

Sensory, Medical and /or Physical needs

Cognition and Learning needs

Communication and Interaction needs

Social, Emotional and Mental Health needs

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

We try to identify the needs of pupils with SEN as early as possible. Ideally this is most effectively done by gathering information from parents, education, health and care services prior to the child's entry into Redlands

Once within school we monitor children's wellbeing and progress very carefully. Any concerns raised will be based upon the individual's

- general wellbeing

- their emotional or behavioural presentation.

- their progress in comparison to their peer group.

- their profile against recognised characteristics of specific forms of SEND

Our staff work together to monitor our children's progress carefully on a termly basis through regular pupil progress meetings which are led by the school leadership team.

Any initial concerns are raised with the school SENCO who will discuss them with those working with the pupil, the pupil and sometimes the pupils family.  This discussion focusses on the desired outcomes for the child and looks at what provision might be necessary to enable the child to reach those outcomes. Depending on the level of the child's need, the decision might be made to offer class based support approaches. For some pupils, in addition to the class based support approaches, a package of out of class interventions might be offered. Those pupils with the highest level of need might be referred to other agencies for further advice and support.

If you have any concerns about any aspect of your child's education your first port of call should be your child's class teacher. These are usually available at the end of the school day and are always happy to make appointments if you require a longer discussion. The class teacher may then seek the involvement of the school SENCO. Alternatively the school SENCO can be contacted directly, either at the end of the school day, or via a telephone call through the office or the email address provided on our website


3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

The school's SENCO, along with the head teacher and other members of the leadership team undertake regular monitoring of pupil progress and of the effectiveness of provision. Redlands works closely with the Valley family of schools which enables opportunities for shared monitoring and provides support for senior leaders in undertaking rigorous monitoring. The success of intervention programmes in school is monitored carefully to ensure they provide high quality outcomes and remain good value for money.

All pupils with significant needs are regularly monitored by the school SENCO and observations are conducted on a monthly basis.

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

All school staff have high expectations for all learners. Monitoring of progress takes place on a day to day basis by class teachers and they are often best placed to identify where progress is or isn't being made. For learners with the most significant needs, daily contact with families takes place, for example through informal conversation at the start/end of the day or sometimes through the red organisers. Formal monitoring of progress takes place termly and progress data is entered into our assessment system on a half termly basis. Information about pupil progress is shared with parents at Parent Consultations and via the annual school report. For learners with SEND, personal provision plans (our old IEP's) will be discussed at Parent Consultation and a request can always be made to meet with the SENCO. Children with significant SEND will also have a termly review with the SENCO and appropriate outside agencies. All pupils with an EHCP will have an annual review. Parents are always welcome to seek additional appointments to discuss their child's progress.

3.c) What is the school's approach to teaching pupils with special educational needs?

It is our aim that all children are given the opportunity to access appropriate learning opportunities in an inclusive manner. Our priority is the provision of high quality class teaching which is differentiated to meet all learners at Redlands. These class based approaches might include alternative forms of recording work, visual prompts, small group or individual teaching. Our class teachers and teaching assistants are supported through regular professional development opportunities to support them in diferrentiating learning opportunities for our pupils.

The school has a wide range of intervention programmes available to support children which goes beyond class based approaches. These include reading recovery programmes, additional literacy support, Numicon and springboard maths etc. Others are bespoke/personalised approaches based on best practice guidance.

For those with significant or complex needs, we seek the advice of specialists such as Speech and Language, Behaviour or Occupational Therapists etc. In some cases these Specialists might work in school with the child and offer a programme of work that our staff will follow.

Where additional levels of support are required a personalised support  plan is created, which will outline the provision available to each child and will be available to parents. These can be discussed at Parent Consultation or at termly review meetings where parents will be fully involved in the planning of support for their child.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

All class teachers take responsibility for meeting the needs of all learners in their class by differentiating the learning. Where learners are working at an attainment level below that of their peer group class teachers adapt teaching to ensure that gaps in the learner's knoledge are covered. At Redlands we aim to encourage independence in all learners and this is promoted by ensuring that independent work tasks are matched as far as possible to the strengths of the learners. For thoese learner's who require a more specialist approach to learning class teahcers are encouraged to discuss approaches to differentiation with specialist staff in school, for example our Key Stage Co-ordinators or SENCO. All additional provision for pupils with SEND is overseen by the school SENCO and monitoring of these pupil's progress takes place at regular meetings held between class teachers and the SENCO.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

When children's significant needs are intially identified a discussion takes place between parents and school.  At this meeting desired outcomes for the pupil will be discussed and the provision or support the pupils need to meet these outcomes will be agreed.  School staff are usually best placed to advise on the nature of provision/support needed, but occasionally the school seeks the support of other agencies to advise on this.  Parents and whenever possible, pupils, will be fully involved in discussions abut support and provision.  If there are any differences of opinion about the nature of support required the school may seek the advice of external agencies to support the decision making process.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

As an inclusive school setting we seek to ensure that all pupils regardless of need are able to attend all activities within school such as after school clubs, swimming sessions and school trips. We work creatively to make relevant adaptations to ensure that every child has access to all that Redlands can offer. For example this may include booking specialist transport services or offering support to pupils attending after school clubs. At Redlands we are proud to say that we have, so far managed to accomodate every child who wants to attend our annual residential activity week!

At Redlands we have a wide range of clubs and activities, all of which are available to every pupil regardless of need. For any pupil whose very high level of needs means that the standard of out of school activities on offer are inappropriate we will seek to liaise with families about suitable alternatives.

3.g) What support will there be for my child/young person's overall well-being?

At Redlands we endeavour to look after every child's overall wellbeing. As well as a whole school focus on social, emotional wellbeing through our PSHE teaching.  We also recognise that children with SEND can experience a range of social and emotional issues and threfore also offer bespoke interventions to address specific issues as they arise. We will always seek to ensure that this provision is highly personalised and is generated through discussion with children and their families.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

The school SENCO is Ms Andrea Burvill who can be contacted at


5. a) What training have staff supporting special educational needs had and what is planned?

All school staff have a good awareness of SEND through regular training events etc. Regular meetings are held to enable staff to work with the SENCO or other relevant professionals to develop their practice in relation to the specific needs of the pupils in their classes.

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupil with SEN. Other training for teachers and teaching assistants will be organised as and when required.

The SENCo attends relevant SEN courses, Family SEN meetings and facilitates focused external and internal training opportunities for all staff.

We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development.  The Inclusion Lead with the Senior Leadership Team ensure that training opportunities are matched to school development priorities and those identified through the needs of the children and staff.  Staff have had training on the following recently:

Safeguarding                        Big Maths                                    Controlling Risky Behaviours          Pediatric First Aid              

 Boxall Profiles and Strength and Difficulties Questionnaires      

Every Breath You Take /Take 5 Breathing            

Assessment using Pre-Key Stage Standards         Using PIVATS /B Squared              Emotional Literacy

Speech and Language Early Years Assessment and programmes                              Lego Therapy 

British Sign Language

5.b) What specialist services and expertise are available or accessed by the setting/school?

Redlands works with a wide range of services on a regular basis. We have close links with health professionals for example Healthy Family Team, CAMHS, SALT and OT. We work closely with Social Care teams and regularly organise multi-agency meetings to discuss pupil's needs (e.g. CAF) and aim to ensure good communication with these groups in order to meet the needs of pupils and their families.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school possess a range of equipment and facilites (e.g differentiated reading material, coloured overlays, ICT equipment, disabled toilets, sensory room etc.) to support pupils with SEND and the school SENCO makes stragetic decisions about the allocation of these resources based on the needs of pupils. Additional resources are procured as and when required. If we need more specialist personalised equipment ( eg. specialist seating) the SENCO liaises with the relevant external advisory service to seek advice on the best options to secure this equipment.  Parents will be involved whenever possible in these discussions.

A referral to the Physical Disability service can be made for any advice or support on equipment a child may need whist in school or any  personal care requirements.  This service also provides training for staff and support in writing healthcare plans, risk assessments and intimate care plans.

A referral for inclusive technology can also be made if the school feel that they cannot meet the needs of the child with the technology already available in school.

Our school building is on one level and is fully accessible. There is a disabled toilet within easy access in school. 

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

All school staff have high expectations for all learners. Monitoring of progress takes place on a day to day basis by class teachers and they are often best placed to identify where progress is or isn't being made. For learners with the most significant needs, daily contact with families takes place, for example through informal conversation at the start/end of the day or sometimes through the red organisers. Formal monitoring of progress takes place termly and progress data is entered into our assessment system on a half termly basis. Information about pupil progress is shared with parents at Parent Consultations and via the annual school report. For learners with SEND, personal provision plans (our old IEP's) will be discussed at Parent Consultation with the SENCO. Children with significant SEND will also have a termly review with the SENCO and appropriate outside agencies. All pupils with an EHCP will have an annual review. Parents are always welcome to seek additional appointments to discuss their child's progress.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Every effort is made to ensure that the opinions, thoughts and feelings of our pupils are an integral part of any plans made about their education. Pupil's opinions are sought at a level which is accessible to the individual. At Redlands this is usually achieved through pupil discussion with the teaching assistant who has the most regular contact with the child. We recognise that there is always a need to protect our pupils self esteem and it is not always appropriate to highlight to the pupil the range of their difficulties. In these circumstances pupil involvement is planned with those who know the pupil best, i.e. families and those working closely with them.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

At Redlands we encourage parents to address any worries or concerns promptly, initially with the class teacher and then if they are unable to help with a senior member of staff such as the SENCO, assistant head or headteacher. In the vast majority of cases we find that by talking things through we are able to find solutions to most problems. However, if after discussing your concerns with these people, you remain unhappy with any aspect of the school's performance please consult our complaints procedure.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The school governors have responsibility for ensuring the quality of provision across the school. There is a designated governor for SEND and regular observation and meetings between the SEND governor and SENCO take place.  Both the SEND governor and SENCO prepare reports for the governing body thus ensuring that all pupils at Redlands make progress and that the relevant organisations and services are utilised by the school.

The governing body is responsible for agreeing the school’s policy in respect of special educational needs.

The school invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, pupils with SEN. The Inclusion Lead is the designated person responsible for liaising with the following:

Schools and Families Support Services

Education Psychology Service

Behaviour Support Service

Speech and Language Service

NHS Healthy Family Team

Specialist Outreach Services


Plus any other relevant outside agencies

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

We recognise that there can be a huge amount of paperwork as a parent of a child with SEND. The SEN team led by the SENCO provides support to parents as required. This might be completing forms with parents or signposting them to agencies who can help further.

The school works closely with a number of external organisations.

The SENCO meets regularly with colleagues to update and discuss support and provision within the local area. This is also raised at individual pupil  meetings. The Inclusion Lead shares this knowledge with parents directly via personal leaflets and discussions.

Alternatively parents can access Nottinghamshire’s Local Offer website which contains information about services available to families. This can be found at:

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

Prior to entry to Redlands, it is usual for families of pupils with SEND to visit for an informal tour of the school with the SENCO. For pupils who will be able to access our provision, information from this meeting is then shared with the class teacher.  For those pupils with a higher level of need a multi-agency meeting is held. This provides for an opportunity for the families and professionals to share information and for actions to be set to ensure that the pupil can be included appropriately. Following this meeting we will consider the provision necessary and take steps to acquire any resources needed to implement the provision. Prior to entry to Redlands a range of transition measures are in place. This is personalised to meet the needs of the child and may include visits to the setting, visits by school staff to the pupil's home or current setting, a transition pack containing photos etc.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Wherever possible we prepare children for transition to new settings in a manner most appropriate to the individual. For some pupils this takes the form of additional visits to the new setting. For others this might be working through material which addresses key aspects of the new setting. At Redlands we ensure that the same teaching assistants remain with their pupils as they mve from the Foundation stage to KS 1 and from KS1 to KS2.

As our children prepare to move from Redlands to Secondary Education we work closely with parents to ensure as smooth a transition as possible. We have excellent links with our Secondary providers and start the process in Year 5.  Between us we offer bespoke packages that usally involve an extended transition programme with our own TA's and teaching staff working alongside our Secondary partners.

iii) Prepare for adulthood and independent living?

Life skills are taught to all children in school as part of our PSHE curriculum, which is differentiated and personalised for children with SEN.

Specific individual  children may have targets set on their Individual plan that relate to increasing independence or to mastering/practising a life skill  e.g crossing roads, brushing teeth, shopping etc.

13. Where can I access further information?

Our school is linked to Nottinghamshire County Council’s Local Offer which outlines the availability of services and education to parents.  In order to access this service please follow the link:


From either Ms Burvill (SENCO) or Mr Walker on 01909 473655


Call into the school office and book an appointment on 01909 473655


Visit the school website  on

SEN Information Last Updated On: 16/01/2020
Record Last Updated On: 20/01/2020

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