Special Educational Needs & Disability: Our Local Offer: Information for Parents & Carers

The arrangements Manor Field Primary School have to support children and young people with Special Educational Needs and/or Disabilities (SEND)

  1. How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
  • SEN Register review: Each year during the summer term the school review all children on the register and update it accordingly, considering their category of SEND.
  • Inclusion Referrals: During the year the school use a referral process for teachers to flag up any child that is having difficulties and where additional support has not impacted.  After assessment and discussion with all stakeholders it may be that the school and home agree to the child being placed on the register.
  • Progress Meeting:  Throughout the year the teachers review assessment data to identify additional provision that each child (SEN and non-SEN) needs to progress.  This may also lead to an Inclusion Referral being made for further assessment.
  • Home-School Partnership: All actions within the school should be done after the teacher has liaised with parents to ensure effective communication between home and school takes place.  Parents are also encouraged to talk to teachers about concerns they may have that may result in a referral to the Inclusion team/SENCo being made.
  • Parent Communication: The Inclusion Leader/SENCo and SLT are happy to talk through on the phone or in a meeting if required.

2. How will early years school staff support my child?

  • Starting at Manor Field:  If your child already has a statement of special educational needs and/or disabilities (SEND) the school will be made aware of this before their arrival.  This allows for advanced planning to take place ready for their arrival.  If your child has other identified difficulties the SEND register information will be communicated via pre-school meetings between SENCos.
  • Early Years Foundation Stage (EYFS):  During the year the EYFS team, including teachers and teaching assistants, will be responsible for assessing your child’s needs and planning appropriate provision to support them.  This will be communicated, reviewed and monitored through the progress meetings with the Senior Leadership Team (SLT).
  • Home-School Liaison:  Due to the nature of EYFS the team is in constant communication with parents to ensure you feel informed and involved in your child’s education.
  • Personal Communication Passport:  Please refer to question 4 for information on this process.  Within the first term, the EYFS team alongside the inclusion team will identify and agree the children who need to be on the SEND register.  Once this is identified a passport will be created for your child.

3. How will the curriculum be matched to my child’s needs?

  • New Curriculum September 2014:  More opportunity for repetition and development of skills to ensure it is inclusive and progressive to suit all learners.  Tasks are designed to encourage independence and self-management of learning.
  • GIFT (Gifted, Interested, Flare and Talent):  Our GIFT policy encourages all children, not just the high attainers.  We provide opportunity to allow any child to access additional activities if they have a personal interest.
  • Personal Communication Passport:  The school ensures additional equipment or support is identified and provided through the passport system.  This process is done in collaboration with parents and can include anything from pencil grips through to computer tablets with specialist applications (apps).  Intervention groups are also identified in the same way to access learning mentor support or additional booster groups both one-to-one and small groups.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

  • Personal Communication Passport: All children on the SEND register have a passport; a copy of the folder is kept in school and a duplicate sent home.  Each term the parents and teachers will meet to set targets, review progress and agree provision (at home and school) for their child.  This is a collaborative approach involving, not informing parents.  Within the passport there are two further documents that record the parent and child’s voice about wants, needs and dreams, plus a sheet to record effective strategies that work and don’t work with each child.
  • Open door policy:  At Manor Field we encourage parents to approach adults in school to discuss any concern or get an update, whilst teachers actively speak to parents if they would like to follow up any concerns or successes.
  • Celebrating Success: During the year certificates are sent home with the child for being both an ‘Active Learner’ or ‘Values Learner’ of the week in their class.
  • Six weeks in: Parents of children in a reception class are invited to attend a 6 week in evening to look at how my child is getting on and meet with the teachers and SLT.
  • Reading Record: It is expected that the parent/carer and child records what they have read and relay any messages between home and school.  This may be followed up with a conversation if required.
  • Theme Celebrations: Each year group will have a theme celebration evening where parents are invited to view their child’s work and talk to them and the teacher about it.  This is a really nice show case of all the hard work over the term topic; this can range from worked laid out in the classroom to full performances and even some food cooked by your child.

5. What support will there be for my child’s overall well-being?

  • Personal Communication Passport: The expectation is that the child is involved in identifying suitable provision as much as possible, with the opportunity through the ‘This is me’ document to state their concerns, strengths and worries.
  • Behaviour Procedure: The school runs a behaviour policy to ensure consistency and equality to all children.  The expectation of the process is to reflect, discuss and support positive change. 
  • Learning Mentor: Our Learning mentor works within the school and is available to spend time with children in both a planned and regular capacity, as well as immediate high need situations to support children and provide opportunity for them to talk.
  • First Aid Trained: We have at least two Teaching Assistants trained up to administer first aid across the year groups.
  • Medicines: We adhere to West Sussex County Council guidelines for safe storage and administering medication.  Parents are responsible for the completion of consent forms to ensure the school have permission to administer prescribed medication.  All children that need prescribed medication administered on site must have an up to date Health Care Plan completed by their parent/carer.
  • School Nurse: We have access to the local school nurse service (not on site) for referrals for support, advice and assessments.
  • Specialist Training:  We consider the specialist needs of each pupil independently to ensure their needs are met and can access the curriculum fully to include school trips and physical education.

6. What specialist services and expertise are available at or accessed by the school?

  • Learning Mentor:  Working on site, the learning mentor’s role includes delivering social and emotional interventions with children, as well as family support.
  • School Nurse:  Accessed via referral for support and guidance and are available for advice.
  • Child Development Team (CDT):  Accessed via referral to the School Nurse who will assess your child’s needs and identify the most appropriate course of provision and support.  The CDT have access to Speech and Language team and Clinical Psychologist’s.
  • CAMHS (Child and Adolescent Mental Health Service):  This service is accessed again via the School Nurse to identify and assess children in Upper KS2.
  • Occupational Therapyn (OT):   They work with physical needs of the child.  Accessed via referral direct from school for support, advice, assessment and equipment loans.
  • Speech and Language Therapy (SALT):  Accessed via referral direct from school for support, advice, assessment and staff training.
  • Inclusion Advisory Team:  The Advisory Team work with a range of needs to include learning difficulties through to social communication difficulties.  Accessed via referral direct from school for support, advice, assessment and staff training.
  • Family Support Services:  Accessed via referral direct from school for support parents and children in the home.  The school’s Learning Mentor would meet the parents/carers to complete the referral and identify the most suitable route to take.
  • The Meeds SEND Alliance:  Accessed via referral direct from school for support, advice, equipment loan and staff training.

7. What training are the staff supporting children and young people with SEND had or are having?

  • In-house Training: 

o   The school has a planned programme of staff training to cover key areas that are identified through the year. 

o   Specialist professionals are organised for formal training at staff meetings.

  • External:
o   Sensory Support:  On an annual basis teachers and TAs attend training for visual and hearing impairments if they are working with your child who has these difficulties.

o   SEND Alliance:  The alliance regularly hold a range of training sessions to support the school with working with children with attachment, autism, dyslexia.  Most often the training packages are designed based on school and parent feedback so are tailored to suit the needs of the schools in the area.

  • Parent/carer Involvement:  We are keen to involve parents in training sessions in the future and understand the benefits of involving you as a parent as the ‘expert in your child’.  In turn, having a good understanding of their difficulties and strategies to manage and support them effectively.

8. How will my child be included in activities outside the classroom including school trips?

  • Inclusion:  It is expected that all children join in with activities, where safe to do so.  Teachers ensure that activities, trips and residentials are planned to suitably involve and meet each child’s needs.  The school liaise with parents and carers to plan provision and support to suit your child and to enable them to take part.  We always welcome parent support and are happy to involve parents as much as they are able.
  • Additional provision:  This may include alternative transport, adapted routes, adapted activities, parent or carer support.

9. How accessible is the school environment?

  • Ramp Access: The school entrance has a ramp access and although the school has two levels we arrange for your child to be placed in a classroom to suit their needs.
  • Visual Impairment Friendly: In September 2013 the school underwent an environment audit to ensure it is visually impaired friendly.  As a result the outside areas were marked to show steps and edges and support tracking strategies to encourage independence of visually impaired children
  • Hearing Loops: These are provided by the sensory support team according to necessary assessment by audiologist.  This enables greater clarity of the adult voice, removing background noise.
  • T.V. Screen Class Boards:  By 2015 all classes will be equipped with TV screens to replace the projector and interactive whiteboards in school.  This enabled a constant high level of visual in class and is not prone to deteriorating image as with projectors.
  • Specialist TV Screens: Closed-circuit televisions (CCTV) are loaned by the sensory support team to allow access for children with visual impairments.  This enables the class board and resources to be enlarged and at eye level, whilst being set-up specific to your child’s needs to include colour contrast, reading rulers and letterboxing.

10. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

  • Buddy system: The school organises buddies from your child’s new class to meet them from reception and take care of them throughout the day
  • Friendship Hut: This is available every lunch time for any child who feels a bit lost or needs some space.  This also acts to build social skills and friendship groups.
  • Personal Communication Passport: This system ensures effective communication of information between teachers as they move year groups and will act to support transition to new schools in the future.
  • Collaboration:  We are always prepared to work with other schools for sharing of information about the needs of the child for however long it takes to ensure a smooth transition.  Meetings with all parties can be arranged to sit and discuss a suitable transition plan as needed.

11. How are the school’s resources allocated and matched to children’s special educational needs?

  • Refer to question 3:  Under the heading Personal Communication Passport.
  • Outcomes Driven: To prevent funding being allocated in a reactive manner the school use the outcomes process to identify need and impact.  Working with parents we identify what outcomes we are aiming to achieve on a termly basis.  Allowing careful allocation of provision to meet the outcome.
  • Progress Meetings: These meetings work alongside the Passport process to identify children making inadequate progress.  Intervention and equipment is identified in the same way as the passport system to ensure all children have the provision they require to meet agreed outcomes.

12. How is the decision made about what type and how much support my child will receive?

As described in previous questions, support and provision are identified and allocated based on the passport and progress meeting cycle throughout the year.  The school encourage parents/carers, professionals and any other stakeholders involved with your child to be involved with the decision making process as required.

13. How are parents involved in the school? How can I be involved?

  • Parent Carer Forum: A group of parents of children with SEND that meet each month to share stories, advice and feedback to the school to help shape the future of Inclusion and SEND.
  • Personal Communication Passport: Termly meetings at least to review your child’s progress.
  • Manor Field Fund Raisers:  A group of parents that organsie fund raising activities from Ice Cream Fridays to Seasonal fetes.
  • Governors: The governors are always interested in any parents who would like to be involved in the governor committee.
  • Volunteering: We appreciate any volunteer support in school where you are able.  From supporting children with daily reading through to managing and organising resources.  All support is welcome.

14. Who can I contact for further information?

  • First point of contact:  This should always be your child’s class teacher or Teaching Assistant
  • School Contact: All communication can initially be sent via office.  This will be forwarded to the appropriate person(s).

o   School Office E-mail: office@manorfieldschool.org

o   School Phone Number: 01444 233368

o   School Website: www.manorfieldschool.org

  • Head Teacher: Miss Daisy Bailey
  • SENCo: Mrs Katherine Cole
  • Learning Mentor/Family Liaison: Theresa Anscombe
  • Medical Welfare: Samantha Yarlett