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Sheffield High Junior School
Sheffield High Junior School Where to pupils come from and Go to
Sheffield High Junior School A Level, GCSE Exam Results, Tables and Graphs
Sheffield High Junior School KS2, GCSE, Alevel Results and Performance
Ofsted report, English Baccalaurate, value Added
Sheffield High Junior School University Leavers Data
Sheffield
South Yorkshire
S10 2QH
Sheffield High Junior School
Sheffield High Junior School, Sheffield is an independent school for girls aged from 4 to 11.
Good Schools Guide Review Snapshot
Well-behaved children, very smart in their green and blue skirts, green blouses and jumpers, who present as happy, confident, thoughtful and forthcoming. Girls are 'given independence within a secure framework, in an empathetic atmosphere,' said a parent... Read More
The Good Schools Guide Review of Sheffield High Junior School, Sheffield, S10 2QH
Our View
░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░. ░░░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░ – ░░ ░░░░░ ░-░ ░░░░░░ ░░░░░░░░░░ ░░░░░░░░. ░░░░░░░ ░░ ░░░░░░, ░░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░, ░░░ ░░░░░░ ░░░░░░░░░ – ░░░░░░ ░░░░ ░░░░░░░░░ ░░ ░░░░ ░, ░░░░░░░ ░░ ░░░░░ ░-░, ░░░░░░ ░░ ░░░░ ░. ░░░ ░░░░ ░░░░ ░ ░░░░ ░░░░░ ░░ ░░░░░ ░░░, ░░░░░ ░░░░░, ░░░░░░░-░░░░░░░ ░░░░ ░░░░░░░░░░░ ‘░░░░░░░░ ░░░░░░░ ░░░ ░░░’, ░░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░. ░░░░░ ░░░░░ ░░░░░░░░░░░░░░ ░░ ░░░░░ ░░░░░░░░ ░░ '░░░░ ░░░░░░░ ░░░ ░░░░░', '░░░░ ░░░░ ░░░ ░░░░░░░ ░░░'. ░░░░ ░░░░░░░░ ░░░░░░░ – ░░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░░░░░; ░░░░░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░░, ░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░ ░ ░░░░░░░░ ░░░░░░░░░; ░░░ ░░░░░░░ ░░░. ░░░ ░░░░░░ ░░░░ ░░░░░░; ░░░░░░░░ ░░░░░░░░░░░░ ░░░░░ ░░ ░░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░, ░░░ ░░░░ ░░░░░ '░░░ ░░ ░░░░░░░░’. ░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░ ░░░░░░ - ░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░ ░░░░░░░░░ ░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░ ░░░░░░░. ░░░░░░, ░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░░░░░ - ░ ░░░ ░░ ░░░░ ░░░░░░░ ░░░░; ░░░░░░░ ░░░░░ ░░░░: ░░. ░ ░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░, ░░░░ ░ ░░░░░░-░░░░░░ ░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░░░ - ░░░ ░░░░░░░ ░░░░ ░ ░░░░░░ ░░░░░░░ ░░░ ░░░░-░░░░░░░ ░░░░/░░░░░░░░░░. ░░░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░. ░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░░░░░░░; ░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░ ░░ ░░░░ ░░░ ░░░░░░ ░░░░░. ░░░░░░ ░░ ░░░░░ (░░░ ░░░░░ ░░░░ ░░ ░ ░░░░░ ░░░░ ░░░░░░░░░░): ░░░░░░░ ░░░░░░░░░░░░, ░░ ░░ ░ ░░░░░ ░░░░░░░░░░ ░░░░░░░, ░░░ ░░ ░░░░░░ ░░░░░░░. ░░░ ░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░░░ (░░░ ░░░░ ░░░░), ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░░ (░░░ ░░░░░░░ ░░░░░) - ░░░░░░ ░ ░░░░░░░ ░ ░░░░░ ░░░░░░ ░░░░! ░░░░ ░░ ░░░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░ ░░░░░░, ░░ ░░░░ ░░░░░░░░░░░ ░░░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░░░░░, ░░░░░░░░ ░░ ░ ░░░░░ ░░ ░ ░░░░░░░░░ ░░░░░ ░░░░░. ░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░ - ░░░░░░░░░ ░░░░░░, ░░░░░░, ░░░░░, ░░░░░, ░░░░░░░, ░░░░░░░░ ░░░░░░░, ░░░░░░ ░░░░░, ░░░░, ░░░░░░░ – ░░░░ ░░░░░ ░░░░ ░░░░░ ░░░░ ░░░░░; ░░░░-░░░░░░░ ░░░ ░ ░░░░░░ ░░ ░░░░░; ░ ░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░░ (░░░ ░░░░░░░░░░░ ░░░░░ ░░░░); ░░░░░ ░░░░ ░░░░░░░ ░░░░░░░░, ░░░░░░░░░ ░░░░░░░, ░░░ ░░░░░░░ ░░░░░-░░░░░░░░ ░░░░░░, ░░░░ ░░ ░░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░. ░ ░░░░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░, ░░░░░░░ ░░░░░, ░░░░ ░░░░ ░░ ░░░░; ░░░░ ░░░░░ ░░░ ░░░ ░░░ ░░░. ░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░ ░ ░░░░░░░░░░░░░ ░░░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ (░░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░░) ░░░ ░░░░░░░░ ░░░░ (░░░░░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░); ░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░░ ░░░░░░. ░░░░░ ░░░ '░░░░░ ░░░░░░░░░░░░ ░░░░░░ ░ ░░░░░░ ░░░░░░░░░, ░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░,' ░░░░ ░ ░░░░░░. ░░░░-░░░░░░░ ░░░░░░░░, ░░░░ ░░░░░ ░░ ░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░, ░░░░░ ░░░░░░░ ░░░ ░░░░░░░, ░░░ ░░░░░░░ ░░ ░░░░░, ░░░░░░░░░, ░░░░░░░░░░ ░░░ ░░░░░░░░░░░. ░░░░ ░░░░░░ ░░ ░░░░. ░░░░░░░░░░ ░░░░ ░.░░░░-░.░░░░ – ░ ░░░░░░ ░░░ ░░░░░-░░░░░░ ░░░░ (░░░░░░░░ ░░░░). ░░░░░░░ ░░░░░ ░░░░░ ░░░░░░░ ░░░░ – ░░░░░░ '░░░░░░░░░░░' ░░░ ░░░░░ ░░ ░░░░░░ ░░░░. ░░ ░░░ ░░ ░░░░░░░░░, ░░ ░░░ ░░░ ░░░ ░░░░. ░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░ ░░░░ ░░░░░░░░, ░░░░-░░░░░░░░░ ░░░░░░░░░░ – ░░ ░░░░░░░░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░'░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░░░░ ░░░░ ░░░░, ░░░░░░░ ░░░ ░░░░░░░; ░░░░░░░ ░░░░-░░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░░ ░░░░░░ ░░░░░░ ░░░ ░░░░░░░░░ (░░░░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░ ░░░░░ ░░░░░░░░░░). ░ ░░░░░░░░ ░░░░░░░ ░░░░ ░░░░ ░ ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░.
Head
░░░░░ ░░░░, ░░░ ░░░░ ░░░░░, ░░░ ░░░░ ░░░░░ ░░; ░░ ░░░░░' ░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░, ░░░░░░ ░░░ ░░░░░░ ░░ ░░░░; ░░░░░ ░░ ░░░ ░░░░░░░░, ░░░░ ░░ ░░░░░░░░░░░░ ░░ ░░░░░░░; ░░░░░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░░░░░, ░░░░░░░ ░░░░░ ░░ ░ ░░░░ ░ ░░░. ░░░░░░░ ░ ░░░ ░░ ░░░ ░░░░░░░ ░░░░░░, ░░░ ░░░░░ ░░░░░░░░; ░░░ ░░░░░░░░░; ░░░░░░ ░░░░░░░.
Entrance
░░░░░░░ - ░░░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░ ░░░░ (░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░); ░░░░░░░░░ - ░░░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░░░░, ░░ ░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░░'░ ░░░░░░░.
Exit
░░░░░░ ░░░ ░░ ░░░ ░░░░░░ ░░░░░░.
Special Education Needs Survey
SEN Statement
Sheffield High School provides effective support, advice and guidance for all its pupils based on monitoring their academic progress and personal development. Each child is helped with SEN provision where necessary.
Nov 09.
Autistic Spectrum Disorder
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Aspergers Syndrome Mild |  | ||||
| Aspergers Syndrome Moderate | | ||||
| Aspergers Syndrome Severe | | ||||
| Autism Mild | | ||||
| Autism Moderate | | ||||
| Autism Severe | | ||||
| Semantic Pragmatic Disorder | | ||||
| Other Autistic | |
Behavioural Difficulties
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Attention Deficit Disorder Mild | | ||||
| Attention Deficit Disorder Moderate | | ||||
| Attention Deficit Disorder Severe | | ||||
| Attention Deficit / Hyperactivity Disorders Mild | | ||||
| Attention Deficit / Hyperactivity Disorders Moderate | | ||||
| Attention Deficit / Hyperactivity Disorders Severe | | ||||
| Emotional and behavioural difficulties Mild | | ||||
| Emotional and behavioural difficulties Moderate | | ||||
| Emotional and behavioural difficulties Severe | | ||||
| Conduct Disorders | | ||||
| Obsessive Compulsive Disorders | | ||||
| Oppositional Defiant Disorders | | ||||
| Tourettes and other tic disorders | |
Genetic and related Disorders
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Down's Syndrome Mild | | ||||
| Down's Syndrome Moderate | | ||||
| Down's Syndrome Severe | | ||||
| Fragile X | | ||||
| Other genetic | |
Learning difficulties
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Moderate learning difficulties | | ||||
| Profound and multiple learning difficulties | | ||||
| Severe learning difficulties | |
Specific learning difficulties
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Dyscalculia Mild | | ||||
| Dyscalculia Moderate | | ||||
| Dyscalculia Severe | | ||||
| Dyslexia Mild | | ||||
| Dyslexia Moderate | | ||||
| Dyslexia Severe | | ||||
| Dyspraxia Mild | | ||||
| Dyspraxia Moderate | | ||||
| Dyspraxia Severe | | ||||
| Other Specific Learning Difficulties Mild | | ||||
| Other Specific Learning Difficulties Moderate | | ||||
| Other Specific Learning Difficulties Severe | | ||||
| English as an additional language | |
Sensory Impairment
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Hearing Impairment Mild | | ||||
| Hearing Impairment Moderate | | ||||
| Hearing Impairment Severe | | ||||
| Multi-sensory Impairment | | ||||
| Speech and Language Difficulties | | ||||
| Visual Impairment Mild | | ||||
| Visual Impairment Moderate | | ||||
| Visual Impairment Severe | |
Medical and Related Needs
| Currently no provision for. | Can provide for but no experience of | Experience of | Now provide for in school | Centre of Excellence for. | |
|---|---|---|---|---|---|
| Cerebral Palsy Mild | | ||||
| Cerebral Palsy Moderate | | ||||
| Cerebral Palsy Severe | | ||||
| "Delicate" children | | ||||
| Epilepsy | | ||||
| Eating disorders | | ||||
| Physical Difficulties (Not indicated elsewhere.) | | ||||
| Other | |
General Questions
| Are all children tested for SEN on entry to the school? | |||
| Please outline the screening programmes used by the school. | |||
| How many children with statements of need or equivalent do you have in the school? | |||
| Do you make special provision for exceptionally gifted children? | | ||
| Please outline what is on offer for such children | Enrichment activites. Wide range of extra-curricular provision. | ||
| Please indicate if the school has or has available to it any of the following: | |||
| Behaviour Support Unit. | |||
| Learning Support Unit. | |||
| Pupil Referral Unit. | |||
| Other withdrawal. | |||
| Specialist language centre | | ||
| Schemes or Initiatives such as SHARE or Playing for Success. | | ||
| Please indicate if the school has any of the following characteristics: | |||
| SEN accreditation, for example by CRESTED? | |||
| Centre of excellence for SEN that is Not already outlined? | |||
| Good wheelchair access | Only in new sports hall and dining room. | ||
| Provides outreach support? | | ||
| Receives outreach support? | |||
| Do children with SEN participate fully in sport and other extracurricular activities? | | ||
| Please provide information on staffing. Does the school have: | |||
| A SENCO or equivalent? | |||
| Staff who will administer prescription medicines to a child | |||
| Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | | 1.5 | |
| Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent). | |||
| Please list specialist qualifications held by teaching staff with learning support or SEN commitment. | |||
| Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment. | |||
School Features
Sheffield High Junior School Catchment Area Map
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