1. How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have additional needs?
- All pupils attending the school have Statement of Special Educational Needs or an Education Health and Care Plan (EHCP), which identifies the school as the most appropriate provision for the pupil. This also identifies the pupil’s primary and where appropriate additional needs and the annual review of the Special Educational Needs Statement/ Education Health Care Plan ensures that they reflect the pupil’s current needs. The primary needs of pupils attending Manor Green School are moderate to complex learning difficulties. This incorporates a range of needs, such as Speech, Language and Communication Needs, Autism and Specific Learning Difficulties.
- The progress of all pupils is monitored termly by class/subject teachers and the senior leadership team so that if a pupil is not making expected progress in a particular area of learning, the school can identify the need for additional support. Intervention plans are drawn up to ensure that staff and parents are aware of the area of need to be focussed on. This is monitored regularly to ensure it makes a difference. Plans will then be discussed with parents/carers at individual pupil progress meetings and, if appropriate, with the pupil concerned.
2. How will the school staff support my child /young person?
- Every child starting at our school will have a statement of Special Educational Needs or an Education, Health and Care Plan. This document outlines the particular needs of your child and recommends the resources, teaching programmes and multi-agency involvement related to meeting those needs.
- Every child has a class teacher who oversees the implementation of the plan or statement. The class teacher, in consultation with parents at the Annual Review meeting will set targets for your child and these will be outlined in their next step targets, which is shared with you as the parent/carer and with all the staff who are working with your child, as well as with your child, where appropriate.
- Next step targets are evaluated regularly to assess the effectiveness and impact of the planned provision.
3. How will the curriculum be matched to my child’s/young person’s needs?
- Your child will follow the National Curriculum and/or the Early Years Foundation Stage curriculum which is adapted to their needs and their learning. It will be differentiated to enable them to make progress.
- Throughout the school pupils are grouped according to their needs, abilities, and age. The level of support will depend on your child’s needs, as identified in their Statement or Education Health Care Plan.
- A broad, balanced, relevant and creative curriculum is in place to ensure high levels of interest and engagement whilst covering all areas required.
4. How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?
- We will discuss progression routes for your child during consultation evenings and annual review meetings in school. Progress against targets and resources to meet need are reported back to the Local Authority for their consideration.
We offer an open door policy and if at any point you wish to discuss your pupil’s progress, an appointment can be made to meet with the class teacher or a member of the Senior Leadership team. Staff in school can offer advice and practical ways that you can help your child at home. Meetings can also take place with the school nurse or HLTA’s for family support to support your child’s needs.
5. What support will there be for my child’s/young person’s overall well-being?
- We are committed to multi-agency working to ensure that the needs of the whole child are met.
- Where appropriate pupils have a care plan which identifies their care needs including personal care needs and the administration of medication when required. It also identifies emergency procedures to be followed, where appropriate.
- Professionals from other agencies including Speech and Language Therapy, Physiotherapy, Occupational Therapy, Sensory Support, Health and Child and Adolescent Mental Health Services (CAMHS) visit the school as appropriate. As well as supporting individual pupils these professionals advise staff around strategies and offer training.
- The HLTA’s for family support, therapy and behaviour in liaison with the class teacher ensures that the pastoral needs of pupils from across the school are met.
6. What specialist services and expertise are available at or accessed by the school?
- Specialist services are assessed, provided and managed by Health through their local provider. These services can be specified in the Statement or EHCP or may form part of the core offer to the school. These services include: Speech & Language Therapy, Occupational Therapy, and Physiotherapy.
- In addition we liaise closely with other agencies who work collaboratively with school staff in meeting the wider range of pupils’ needs: Social workers, CAMHS, Portage workers and Social Care. The school has a transition lead, Speech and Language Therapist, music/play therapist and an attached Educational Psychologist and NHS Speech and Language Therapy provision.
7. What training are the staff supporting children and young people with SEND had or are having?
- All our staff receive training and support to meet your child’s education, social and health needs.
- Teaching staff, teaching assistants and middle leaders have accessed targeted programmes of Continuing Professional Development to develop their skills which typically includes a range of specialist training, such as Speech and Language Therapy, the use of Picture Exchange Communication System, Treatment and Education of Autistic and Related Children (TEACCH) and Makaton as well as individual learning styles and programmes.
- Staff receives Team Teach training in order to develop their positive behaviour management skills. Staff who provide personal care receive moving and handling, eating and drinking, and medical training as appropriate.
8. How will my child/young person be included in activities outside the classroom including school trips?
- Our off-site visits are designed to enhance curricular and recreational opportunities for all our pupils. They provide a wider range of experiences for our pupils than could not be provided on the school site alone, as well as promoting the independence of our children as learners.
- We run after school activities once a week. These could include sports activities, swimming, arts and crafts, ICT, dance and drama.
- We also afford students the opportunity to take part in our Year 6 residentialweek and activiteis are appropriate to their individual SEND need. All visits and activities are risk assessed to ensure they are appropriate for individual pupils.
- Parents /carers take an active part in discussions around residential visits and these are discussed both formally at parent meetings/annual review meetings.
- All pupils participate in trips to local and wider community based arts and drama events
9. How accessible is the school environment?
- The building is fully wheelchair accessible with wide corridors. There are a full range of toilet and changing facilities, all of which are accessible.
- There is a soft play area, sensory room and dark room and soft play room.
- There is a hydrotherapy pool on site
10. How will the school prepare and support my child/young person to join the school, transfer to a new setting / school / college or the next stage of education and life?
- Admissions to the school are determined by the Local Authority and it is their responsibility to ensure that the provision meets the needs of your child as identified in the statement or ECHP. Parents are encouraged to visit the school as part of this process.
- Your child will be invited to access transition opportunities, such as visiting the class, or a phased introduction to the school.
- The school provides a specific ‘transition booklet’ for new pupils joining the school at the start of the year, so that the pupil and family have some idea of what to expect when they start in their new class.
- Transition planning is a vital part of the annual review process for our Year 5 and 6 pupils
11. How are the school’s resources allocated and matched to children’s/young people’s special educational needs?
- The school is resourced by the Department of Education and the Local Authority to provide small class sizes and levels of staffing to meet your child’s needs as identified in the statement or EHCP.
- The use of additional money through pupil premium, Primary Sports funding, is targeted at these specific groups and the impact of this on pupil achievement is reported.
- The school have a proactive “Friend’s Association” who meet half termly. They organise a variety of events to raise money to support the school.
12. How is the decision made about what type and how much support my child/young person will receive?
- The pupil’s Statement or EHCP identifies a banding level which reflects the pupils’ current needs. This is agreed through discussion between the school and the Local Authority.
13. How are parents involved in the school? How can I be involved?
- We believe that a pupil’s education is a partnership between parents and teachers; therefore we are committed to developing strong communication with parents and carers and communicate regularly. This could be through telephone, emails, letters and face to face contact.
- Parents and carers are invited to all review meetings and a number of parents evenings each year.
- There is a Friends Association as well as parent representation on the Governing Body.
- Family and friends are regularly invited to join in special school days, attend performances, special assemblies and a range of social functions.
Specific training courses are run to support parents; these could include Speech and Language, Makaton, transition and symbol use.
14. Who can I contact for further information?
- For parents/carers the first point of contact is your child’s teacher.
- If you need more general information about the school contact the school leader in the specific areas:
- EYFS : Sarah Wiggill
- Lower school : Cheryl Gallon
- Upper school : Hannah Albrow
- Additional Needs : Katie Paddock
If you are considering your child joining the school, the first person to talk to is Maureen Smith or one of her office staff team, a meeting will be arranged a meeting with the Head teacher with all prospective parents to introduce them to our school.