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Thrybergh Fullerton
C of E Primary Academy

Welcome toThrybergh Fullerton C of E Primary Academy




Special Educational Needs and Difficulties can affect a child’s ability to learn. They can affect their:

  • Behaviour or ability to socialise.
  • Reading and writing.
  • Ability to understand things.
  • Concentration levels.
  • Physical ability.


It is the role of the SENCO to ensure that children with special educational needs and disabilities receives the support that they need. Our SENCO in school is Hannah Lambert, who can be contacted via the school office or email at


Some of the responsibilities of a SENCO include:

  • Overseeing the day-to-day operation of the school’s SEN policy.
  • Supporting the identification of children with special educational needs.
  • Co-ordinating provision for children with SEN.
  • Liaising with parents of children with SEN.
  • Liaising with other providers, outside agencies, educational psychologists and external agencies.
  • Ensuring that the school keeps the records of all pupils with SEN up to date.


Local offer

Rotherham’s Local Offer website is there to help parents and carers of children with special educational needs and difficulties find the support that is available for their family.


There are two main purposes of the Local Offer:

  • To provide clear, comprehensive information, in one place, on the support and opportunities available locally to children, young people and their families as well as what can be expected from local agencies including education, health and social care.
  • To make services more responsive to local needs which are shaped by you



The Code of Practice 2015 states: Some children and young people need educational provision that is additional to or different from their peers. This is special educational provision under section 21 of the Children and Families act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less. 


Great teaching is about sensitivity and adaptation, about a warm interaction between a teacher and a student, and about adjusting to the here and now circumstances of the classroom and the child's needs.


What SEND teaching means at Thrybergh Fullerton

Children with SEND will be identified quickly, supported fully and access lessons which are differentiated to enable and challenge each child to meet their potential in their progression to adulthood. We want children to experience 'Life in all its fullness' John 10:10. 


Nurture Provision 

Nurture groups are a short-term, focused intervention for children with particular social, emotional and behavioural difficulties which are creating a barrier to learning within a mainstream class.


Here at Fullerton, Nurture groups normally consist of between 3 to 10 children. Children attending nurture group provision still remain an active part of their main class, spending appropriate times within the nurture group according to their need, with the aim to typically return full time to their own class within two to four terms.


Nurture staff assess learning and social and emotional needs and give help that is needed to remove the barriers to learning. The relationship between the staff and children is always nurturing and supportive, providing a role model for children. There are many opportunities for social learning, helping children to learn skills in order to attend to their own and the needs of others, with time to listen and be listened to.


As the children learn academically and socially they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving. However, Nurture support is not limited to the nurture room, we aim to embed the nurturing principles and practice at a whole school level, providing appropriate support for all pupils attending our school. 


Recent studies have found clear evidence that ‘nurture groups are having a consistent, significant and large effect in improving social, emotional and behavioural outcomes among children who previously had difficulty learning within a mainstream class’. 




  • Children's learning is understood developmentally.
  • The classroom offers a safe base.
  • Nurture is important for the development of self-esteem.
  • Language is understood as a vital means of communication.
  • All behaviour is viewed as communication.
  • Transitions are viewed as significant in the lives of children.


Nurture Group provision