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Learning support

Our Learning Support team help students with special educational needs and disabilities (SEND) to access their education.

At Silverdale we believe in ‘Outstanding Achievement for All' and, as part of this vision, we are committed to meeting the needs of all of our students. We are keenly aware of the importance of building trust with families of our SEND students and so we will always be honest about how we plan to meet your child’s needs.  Indeed, we are dedicated to working in partnership with families and wider services; we firmly believe that effective communication and collaboration will enable us to develop partnerships based on trust. We place the upmost importance on positive working relationships with the parents of Silverdale students, putting the child firmly at the centre of all we do.

The learning support team

Our team is not limited to the names you see listed below. In fact, by far the most important part of our team is the teachers; each of them plays a pivotal role in ensuring that your child has access to an outstanding education. We aim to ensure that your child is taught by experts who have all the knowledge, skills and support necessary to meet their needs within the classroom.

Mr R Horton, is our Deputy Head with responsibility for overseeing the co-ordination of support for those students Special Educational Needs (SEN) and/or a disability. You can contact him via the school enquiries email address.

Mr D Dalrymple is our SENCO.  You can contact him via email here.

We have a team of 5 teaching assistants who are trained and experienced in delivering support inside and outside of the classroom. Some of the Teaching assistants have areas of expertise and lead on interventions. All of our Teaching Assistants are keyworkers.

Intervention Leaders

Mrs K Aizlewood–Lubas, Autism & Communication lead. 

Mrs S Vickers, Language rich coordinator. 

Keyworkers and Teaching Assistants

Mrs A Sefton.

Mr D Grubb. 

Role of the keyworker

The role of the keyworker is to provide consistent support for identified students. The keyworker will provide support as appropriate in tutor time and when necessary at other appropriate times during the school day. The keyworker will build a positive relationships with the student and respond to any daily issues as appropriate.

Our SEN Information Report

The SEN Information Report can be downloaded from our Policies page.

Access arrangements

At Silverdale, we believe that every student deserves the opportunity to show what they know and can do in exams. Sometimes, students with a long term and substantial disability may need extra help in showing their skills, which is why have access arrangements in place.

If a student has had significant and long term difficulties in a subject or across their subjects in a number of assessments, teachers are encouraged to refer them for assessments. These assessments are available to students from the start of Year 9 and take place in the Spring term and the Autumn term. The assessments are carried out by Silverdale School’s centre-approved assessor. We do not accept assessments from outside agencies, only from our centre-approved assessor. If you believe your child may have a substantial and long term impairment which inhibits their access to examinations, please contact the SENCO.

If you would like to learn more about access arrangements, please click here.

Feedback from parents and students

We value all feedback we get from our parents and our students at Silverdale. Without the feedback, we wouldn't be able to progress and think of new ideas to help the students and their parents. Below are a few comments that we believe show the positive outcomes for students involved in inclusion and SEND.

"We were so impressed with the support that both our son, and us as parents, had to prepare for moving to senior school. It was very tailored to the needs of our child - from the initial meetings at Dobcroft, the numerous school visits and many meetings to ensure that we had thought through all that could be done both at school and home.  I am really pleased to say that this support has carried on into our son's Y7 experience and without it there is a good chance that he would not still be in mainstream education."

“We were very impressed with the work Silverdale did during Y6, the summer holidays and the support they continue to give on an ongoing basis in Y7. The SENCO has a refreshing understanding of Autism.  I would say she has gone out of her way to help our family, but it is clear that all the support she offers is what she sees every child is entitled to. She and her team have been very proactive in providing support to our child.  I feel comfortable contacting the Y7 team when problems have arisen and have been very impressed at the many different strategies that have been put in place to react to the situation. SEN isn't an inconvenience to her or her team and that has made an enormous difference to us.”

"I found the teachers and support teachers really kind - they have helped me to settle in".

“transition helped school to feel more familiar, know what the lessons were like (and that they could be fun) and realise that you don't  get detentions too easily.”

Support systems within Sheffield

The Sheffield Parent Carers Forum (SPCF) has produced a helpful booklet which describes and explains the support systems which operate in the city. Please click here to view the booklet.

The Sheffield Local Offer can be found by clicking here.