Manor Primary School

Community Primary School

Manor Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

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Who to contact

Contact Name
Fiona Swain
Contact Position
Head Teacher
Telephone
(0118) 937 5494 (0118) 937 5494
E-mail
admin@manor.reading.sch.uk
Website
Manor Primary School Website
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Where to go

Address
110, Ashampstead Road
Reading
Berkshire
Postcode
RG30 3LJ
Directions to RG30 3LJ

Availability

Age Ranges
5-11

Inclusion Information

Special Needs provision
Yes

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs J Baker
Contact Telephone
0118 9375494
Contact Email
admin@manor.reading.sch.uk
Links
Manor Primary School ~ website Accessibility Plan SEND Policies
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
21/07/2021

Schools Extended Local Offer Response

Description

School Name: Manor Primary School

Address: 110 Ashampstead Road, Reading. RG303LJ

Telephone: 01189375494

Email: admin@manor.reading.sch.uk

Website: www.manorprimary.net

Ofsted link: https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/109944

Head teacher: Mrs. Fiona Swain

SENCo:

Name: Mrs. Joanna Baker

Contact: admin@manor.reading.sch.uk

Date of latest Accessibility Plan: October 2021

https://www.manorprimary.net/send-information/

Date completed: July 2021

By whom:

Name: Mrs. Joanna Baker Role: SENCo

Government Legislation requires all schools to publish the SEN Information

Report / Local Offer (clause 65 of the Children’s Act). This report is co-produced by the Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND.

Manor Primary School’s aim is to ‘Make People Successful’ – and by this we mean ‘everyone’. We have a truly inclusive ethos and are proud of our good reputation across the local authority in supporting pupils with a range of special educational needs.

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

At Manor Primary School provision is made for children who have needs related to Cognition & Learning, Speech, Language & Communication, Emotional Health & Mental Health and Sensory & Physical Needs. We have a ten place Resource (mornings only) for pupils in Yr1-Yr6 from across Reading Local Authority who have identified Cognition & Learning needs. All schools in Reading have the same special educational needs and disabilities duties as laid out in the Special educational needs and disability code of practice: 0 to 25 years 2014, and are expected to provide support for children and young people who have additional needs. Admission arrangements for all pupils are detailed in our Admissions Policy on the school website.

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

At Manor Primary School, all class teachers meet formally with the SENCo three times a year to discuss the needs of all the pupils in their class. In these meetings there is a sharp focus on identifying children who are presenting as having needs that are additional to and different from their peers. Our staff are vigilant at supporting and raising any concerns. Should a teacher have concerns between these meetings they will seek the guidance of the SENCo and speak to parents. We also have rigorous monitoring in place that tracks the progress all our learners make across the curriculum and clearly identifies the next steps. We use data and other forms of assessment & observation to identify additional needs and celebrate achievement. Parents & carers are encouraged to speak to the class teacher about any concerns they have.

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

Please see our SEN & Inclusion Policy & Wave 1 Provision Map online at: http://manorprimary.net/send-information/

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

We have rigorous monitoring in place that tracks the progress & outcomes that all our learners make across the curriculum and identifies the progress made. Progress made by individual children is discussed at termly Pupil Progress meetings with class teachers. Monitoring of provision for SEN is carried out via learning walks, lesson observations and book audits, on an ongoing basis. The School Development Plan outlines the expected outcomes and specific foci re SEN provision and outcomes.

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

As noted above, we have rigorous monitoring in place that tracks the progress all our learners make across the curriculum and identifies the progress made. We use data and other forms of assessment & observation to identify progress, celebrate achievement and plan next steps. We talk to all our pupils about how to keep safe and analyse incidents of behaviour, including bullying. Any incidents of bullying, although rare, are taken seriously and dealt with swiftly.

3b.2: How will I find out about the progress my child is making?

We work in close partnership with the local authority with regard to all students with learning difficulties. Arrangements for the admission of students with disabilities who have an Education Health Care Plan (EHCP) begin, wherever possible, with a transition meeting at the previous setting, attended by Manor Primary SENCo. For other children with a disability, in addition to information provided by the primary school, parents are asked to give details of any special need which is then followed up by the SENCo. Manor Primary School has made a number of modifications to the school building to accommodate children with particular needs, and keeps provision under review on a regular basis

3c: The school's approach to teaching pupils with SEND
3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?

Manor Primary’s aim is to ‘Make People Successful’ – and by this we mean ‘everyone’. We have a truly inclusive ethos and are well regarded across the local authority in supporting pupils with special educational needs. Staff are competent at differentiating the curriculum, have high expectations and understand the individual needs of the children in their classes. We strive to remove or overcome barriers in order that all children can access purposeful learning opportunities. We set challenging targets and put in place appropriate supportive strategies. Our Equality Plan (also found within the SEND information section on the school website) also outlines how we ensure that no pupil is treated less favourably than others.

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

Differentiation is embedded in our curriculum and practice. We have a tailored curriculum. Teachers set suitable learning challenges via a differentiated curriculum. We respond to children’s diverse needs (for example visual impairment). We listen and respond to pupil voice. Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all our learners e.g. our building is accessible via ramps. Translators can be made available where appropriate.

3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

Having identified needs, we seek to match provision to the need/s. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our SENCo leads on this aspect for pupils with special educational needs. Children will be supported in a range of ways depending on their type of need and level of need, for example, smaller groups, pre-teaching, access to specialist resources, intervention groups etc. Teachers set suitable learning challenges via a differentiated curriculum. We respond to the children’s diverse needs and plan to overcome potential barriers for children.

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

We seek to make every experience as inclusive as possible, for example the Year 6 residential and curriculum trips. Manor Primary strives to remove barriers around access. Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

Every learner has a named adult s/he can talk to, should the need arise. Staff are regularly reminded of our policies and these are updated by the governors. We have a school council to elicit the views of the learners and we actively promote the development of independence and resilience across the school. We have two Emotional Literacy Support Assistants (ELSAs) who support individuals who require emotional support, on a short term or long term basis. As and when required we also seek the intervention and support of Therapists. We have an effective, consistent whole school behaviour policy. Class staff foster good working relationships with children in their classes and monitor well-being on an ongoing basis. Independence is promoted via our curriculum and our whole school ethos. We make use of the Boxall Profile – please follow this link to find out more - https://nurturegroups.org/introducing-nurture/boxall-profile  In response to the increased need of children with emotional and social needs, from 2021 we now have our own school therapy dog ‘Barley’. He has been welcomed by all the children very positively and makes a great addition to what we offer the children

4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

Mrs. Joanna Baker 0118 937 5494 admin@manor.reading.sch.u

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

Many of our staff are trained to work in specialist areas of special educational needs. We encourage staff to continually update their skills and knowledge. We have access to advice and support from a range of external professionals such as Speech & Language therapists, Educational Psychologist, Sensory Consortium, Massage therapist, Play therapist and Occupational therapist. Our SENCo has completed the National Award for SENCo qualification and supports other SENCos in a range of settings across the Local Authority. We regularly invest time and money in training our staff to improve wave 1 provision (Quality First Teaching) delivery and develop enhanced skills & knowledge delivery of wave 2 and 3 interventions across a range of SEN. At Manor Primary School we also have 7 trained dog handlers.

6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

We are a ‘well equipped’ school for all our pupils, but should we need to acquire additional resources this can be sought in a number of ways. For example, general resources for pupils with SEND will be considered in line with the SEND budget. Should specific equipment be required, e.g. equipment to support children with a hearing impairment, we may be able to negotiate with Sensory Consortium or apply to the Local Authority for ‘Exceptional Needs Funding’. Each case is considered separately and specifically for each child.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

We regularly involve parents and families in discussions about their child’s learning. Class teachers & the SENCo are pleased to meet with parents to discuss individual arrangements for getting involved. We have an ‘Open Door’ policy – The SENCo is widely available to meet with parents formally and informally

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

All children are encouraged to share their views about their learning via informal discussions, pupil conferences, school council. Class teachers discuss next steps and targets with identified children so they take ownership of their learning and share their aspirations.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

Complaints should be made to the Head Teacher, Mrs. Fiona Swain and /or Chair of Governors via the school office

10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

For children who have Education Health Care Plans, other relevant bodies are involved via the person-centred Annual Review meeting. The local authority’s local offer is also used in gathering relevant information for children with SEN. Reading Information and Support Service (RIASS) is a valuable resource also for signposting parents to information, advice and support. http://www.readingiass.org

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Reading Information and Support Service (RIASS) is a valuable resource for signposting parents to information, advice and support. http://www.readingiass.org

12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

Induction for all pupils is important to us and we invest time in welcoming our learners in a way that makes them feel a part of our setting. We work well with our partner schools. Children who may benefit from additional arrangements at transition points are identified by class staff and the SENCo. Individual arrangements are made depending on the child’s needs, such as additional visits, photo books, social stories etc. New settings, or next phases are well informed via transition meetings etc. All children experience a ‘Transition Day’ each July in preparation for change and home visits are encouraged in Foundation Stage.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

The LA’s Local Offer can be found at: 

Reading Directory | Special Educational Needs & Disabilities - Reading's Local Offer

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

For children who have Education, Health Care Plans, Annual Review Meetings are held to review specific outcomes. These are family & child centred meetings focussing on agreed outcomes, considering the views and expertise of other professionals. For other children in school with identified SEN, termly Parent Teacher Meetings are a formal opportunity to review outcomes. Class Teachers and the SENCo are available to meet with parents as part of the ‘Open Door’ policy as appropriate.

15: Who can I contact for further information?

  Mrs. Joanna Baker – SENCo 01189375494 admin@manor.reading.sch.uk

16: What is the complaints procedure?

Complaints should be made to the Head Teacher, Mrs. Fiona Swain and /or Chair of Governors via the school office.

17: Our external partners are

Our external partners are:
Educational Psychologist
Speech & Language Therapist
Social Care
Aromatherapy & Massage Therapist
Occupational Therapist
Play Therapist
Children’s Action Team – West
School Nurse
Educational Welfare Officer
ASD Advisor
Dog therapy
Daisy’s Dream

18: Is there any additional provision you have developed during the year?

Our ELSAs, in addition to a number of teachers and teaching assistants, have had training for supporting children who have been bereaved. This year we have trained 7 dog handlers and have trained our own school therapy dog ‘Barley’. He is used throughout the school for therapeutic intervention. The SENCo currently offers outreach support for SENCos in Reading Primary Schools, which is chargeable.

19: Link to the schools websites SEND information or policy page.
https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3 https://www.manorprimary.net/send-information/

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Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

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Last Updated

Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
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