Sheffield Inclusion Centre

Sheffield Inclusion Centre Spring Lane, Sheffield, South Yorkshire S2 2JQ

p.1

monitoring inspection report:

This inspection was carried out because concerns had been raised with Ofsted about: leadership and governance, safeguarding, inclusion, attendance and behaviour provision at the school.

p.1

monitoring inspection report:

During the focused monitoring inspection, inspectors considered the following evaluation areas:

p.1

monitoring inspection report:

 Safeguarding  Leadership and governance  Attendance and behaviour  Inclusion

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their responsibilities and have established an open culture in which safeguarding is everyone’s responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

Leadership and governance

Leaders maintain a clear and detailed understanding of the school’s work and the complex challenges faced by pupils. They take effective action to ensure that staff are well equipped to meet pupils’ needs and keep them safe. Leaders guide and support staff in addressing safeguarding concerns and meeting pupils’ complex needs. They work effectively with external agencies to secure appropriate support for vulnerable pupils, including those with special educational needs and/or disabilities (SEND) and those facing additional barriers to learning and wellbeing. This means that pupils benefit from well-coordinated support. It also helps leaders respond appropriately to emerging needs and risks. Monitoring Inspection report: Sheffield Inclusion Centre, 16 September 2026 2 Governors provide effective oversight of the provision. They check safeguarding, attendance, behaviour and inclusion appropriately. Governors use a wide range of

p.1

Leadership and governance

information to evaluate the effectiveness of the provision. They use this information to assure themselves that statutory responsibilities are being met and that leaders’ actions are having a positive impact. Governors provide appropriate support and challenge, holding leaders to account while recognising the distinctive context of the provision.

p.2

Leadership and governance

Together, leaders and governors make informed decisions that place pupils’ best interests at the centre of their work. Their close scrutiny and evaluation of the school’s work help to maintain a robust culture of safeguarding and inclusion. This ensures that pupils benefit from a provision that is responsive to their individual circumstances and needs.

p.2

Inclusion

Leaders foster an inclusive culture that enables vulnerable pupils to receive the support they need to succeed. They draw on suitable expertise in meeting the needs of pupils with SEND, including those with social, emotional and mental health needs and autism spectrum disorder. Leaders ensure that staff understand pupils’ individual needs and implement appropriate support consistently. As a result, pupils’ behaviour, attendance and engagement in learning improve over time.

p.2

Inclusion

Leaders identify pupils’ needs early and respond swiftly when needs emerge or change. They maintain high expectations for pupils, including those with SEND, pupils who are disadvantaged, and those who are known to children’s social care or face other significant barriers. Staff implement the agreed approach to meeting pupils’ individual needs effectively and seek specialist advice when required. This reduces barriers to learning and helps pupils engage successfully in education. Leaders coordinate support well for vulnerable pupils, including those with education, health and care plans. They work with external agencies to secure additional help when needed.

p.2

Inclusion

Leaders have strengthened inclusion. They have restructured roles and responsibilities and the appointed staff with specific inclusion responsibilities. They use additional funding strategically to provide targeted support. This includes transport arrangements that improve access to education for pupils facing barriers to attendance. Where leaders use alternative provision, they maintain effective oversight and retain full responsibility for pupils’ education, welfare and outcomes.

p.2

Attendance and behaviour

Leaders and staff have established a calm, orderly and respectful environment. Pupils feel safe and well supported. Leaders maintain high expectations for behaviour and ensure that staff apply these expectations consistently across the provision.

p.2

Attendance and behaviour

Staff develop positive and trusting relationships with pupils. They use their robust understanding of pupils’ social, emotional and mental health needs to respond effectively when challenges arise. Staff identify early signs of dysregulation and use carefully considered strategies and approaches to help pupils regulate their behaviour and emotions. Monitoring Inspection report: Sheffield Inclusion Centre, 16 September 2026 3 As a result, pupils generally behave well and follow the school’s rules and routines. Inspectors observed no serious misbehaviour during the inspection.

p.2

Attendance and behaviour

Leaders track patterns of attendance closely and view attendance as an important safeguarding responsibility. They use a range of strategies, including daily contact with families and home visits to ensure that pupils are safe and well and to encourage regular attendance. Leaders recognise that many pupils join the provision with a history of disrupted education and often low attendance. They respond flexibly to individual circumstances and adapt support to address barriers to engagement. Through this work, attendance, including for pupils who are persistently or severely absent, improves over time. Monitoring Inspection report: Sheffield Inclusion Centre, 16 September 2026 4

p.3

About this inspection

This inspection was conducted under section 8(2) of the Education Act 2005 and in accordance with Ofsted’s published procedures for focused monitoring inspections.

p.4

About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas, but to look into the concerns that caused Ofsted to decide to inspect the school.

p.4

About this inspection

The inspection team spoke with leaders, staff, pupils, parents and carers, governors and a representative of the local authority.

p.4

About this inspection

The name of the headteacher is Tuesday Rhodes.

p.4

About this inspection

The inspectors confirmed the following information about the school:

p.4

About this inspection

Many pupils have an education, health and care plan. The main area of need is social, emotional and mental health.

p.4

About this inspection

The school currently makes use of 9 unregistered alternative provisions.

p.4

Lead inspector

Victoria Burnside His Majesty’s Inspector

p.4

About this school

Number of pupils on roll 190 Monitoring Inspection report: Sheffield Inclusion Centre, 16 September 2026 5 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked-after-children, safeguarding and child protection.

p.4

About this school

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

About this school

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

About this school

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

About this school

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: http://www.gov.uk/ofsted

p.5