Your new design will be uploaded in:
...
Please contact Delivery Team on
0113 3200 750 if you have any queries.
X

Hollinsend Road, Sheffield, South Yorkshire S12 2EJ

enquiries@gleadless.sheffield.sch.uk

0114 239 6130

Gleadless Primary School

We are determined, We are a team, We are respectful, We have self belief, We are thoughtful; We aim high, We care, We have a voice.

What is Great about Gleadless?

The Gleadless team is supportive, friendly and ambitious for our children.  It is a great place to work as well as a great place to come to school. 

Year Two Teaching Post

We currently have a Y2 teaching position advertised. Please have a look at this advertisement if you are interested in  learning more about the position.
 Year Two Class teacher advertisement

 

Core Values in Action:

What do others say about us?...

In November 2021, a Review of our SEND provision, led by David Bartram OBE of Prescient Education stated that:

There is clear commitment by senior leaders to developing an inclusive culture at Gleadless Primary School. Leaders work together to establish a clear vision, ethos and strategic intent for pupils with SEND at the school. Leadership of SEND has been strengthened and is well led. The SENCO, supported by the headteacher, has a good understanding of the strengths and areas for development. Priorities are evidence-informed and applied thoughtfully to the school’s context....

Teachers feel supported by leaders of SEND. The SENCO is credible, open and approachable:
‘Personally, I think the school is much stronger in its support for pupils with SEND now. We’ve gone from having a part-time SENCO to a SENCO who has a lot of expertise, who is full-time and just knows it. Fran is able to get into classrooms and give us advice as well as teach in the classroom herself.’
Teacher

The school has a good understanding of the context of its SEND population and how this compares to similar schools nationally. The information provided for this review was comprehensive and rigorous.  During this review, pupils with SEND behaved well, demonstrating high levels of self-control and positive attitudes to their education...

Teaching assistants are well trained. They feel supported by senior leaders and welcome the quality of CPD they have received. ‘I think we work with a team. We love working here and we love our job.’  Teaching Assistant.

In Summer 2021, we were awarded Silver in the Teacher Development Trust audit of our CPD offer and we are working in 2021/22 to achieve Gold. Excellent professional development is our primary strategy for improving our school.

The TDT team recognised that:
- Professional learning is highly valued throughout the school and there is a strong commitment to improving the quality of teaching and learning
- A collegial and supportive environment for adult learning is driving school improvement forwards
- Staff recognise that the school works hard to help adults learn in school.
- Staff feel that school CPD is driven by pupil need, and that their own CPD is targeted at supporting specific pupils.
- External and internal expertise is carefully planned to support each other.
- The school has ongoing, mutually benefiting relationships with local schools.
- Evidence behind approaches of external expertise is considered when choosing expertise.

A review of our provision for Pupil Premium and disadvantaged pupils in November 2020 said:

"Although the full impact of Covid19 has yet to be felt, there has been improvement in some key areas of the school's priorities. Robust plans are in place to improve the attainment and attendance of Pupil Premium children and to further improve relationships with their families. Recognising the need to pay attention to their health and wellbeing alongside their learning is a positive step and this holistic approach should pay dividends in future."

A review of our provision for SMSC in July 2021 said:

"Practice in SMSC is developing well in the school alongside the other planned improvements
to the curriculum. Some aspects such as the spiritual dimension are being effectively taught
and the school has a good awareness of the ways in which the other dimensions can be
developed. The planned next steps provide a sound basis for future developments and are
achievable in the proposed timeframe. Staff presented clear and coherent views around
SMSC and appreciated the strengths of provision in this area of the curriculum and also the
dimensions in which practice needs to be improved."