Sheffield school pioneers project to help SEND pupils

A Sheffield school has received government support so pupils with special educational needs and disabilities (SEND) find it a calmer and happier place to learn.

Carfield Primary School at Meersbrook was one of 1,200 schools nationwide chosen to take part in a £9.5m government scheme.

The programme brings together teachers, health professionals and parents to make small changes at schools, such as staggering lunch breaks so they are less busy.

One mum, Abi, praised the changes, saying her son had since made new friends and was “more confident in his speech”.

The government said some neurodivergent children were highly sensitive to loud noises or bright lights, leading to sensory overload which made it difficult to learn.

Some had difficulty understanding social cues, could not manage their time or experienced hyperactivity which could make behaviour challenging.

Carfield deputy head teacher Bethan Arthur said occupational therapists and speech and language professionals suggested how the school could adapt to help SEND pupils.

Ms Arthur, who is also one of three Special Educational Needs Coordinators (SENCO), said: “One of the main issues is that our school is an old Edwardian building and that brings sensory difficulties for children, particularly those who have communication problems, because of the noise levels.

“The support really helped us look how we can better support children within the school environment.

“The therapists spent a whole day at school, in and out of classrooms, looking at areas such as dining rooms and identifying any issues they could potentially see.

“We made simple changes – things such as installing noise cancelling barriers in the dining rooms have really helped.

“We also now stagger our lunch times right through from reception all the way up to Year 6 so that lunch is much less busy.

“For those children who find lunch time really overwhelming, we have put together small groups where we focus on taking turns and learning social skills with trained members of staff.”

Abi’s son is seven and had struggled since he started school.

She said: “At the age of three, we realised he wasn’t speaking like other children.

“He started school and the first thing we noticed was he didn’t have any friends.

“It was worrisome for me, because I feel a child should play with other children.

“He had difficulty expressing himself, and had some difficulties in writing.

“We don’t have a formal diagnosis but we had tests and we have been to speech and language therapy sessions.”

Abi said the school came up with plans to help her son in class but she has also been using the techniques at home.

“We have personal speech and language therapy support for him, which the school has been very helpful in putting together,” she said.

“It’s been a very good experience working with staff and there is a committed teacher and a transition programme to prepare him for his next class.

“We’ve seen a lot of progress and I’m really glad and happy about that.”