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MANOR PRIMARY SCHOOL

Aspire & Contribute

SEN

We believe that our children deserve an education which is fun, exciting and inclusive for all.

At Manor we celebrate being individuals and promote our children to be proud of who they are and believe in what they can achieve.

 

At Manor we guarantee that the views of the children are reflected in all decision making and that children are being supported in class, with qualified professional guidance and support. We have developed our systems and processes so parents/carers are kept well informed and our door is always open to support families in all areas of SEND.

 

We know that children with SEND and their families are on a journey. We know that with open communication, early identification, and carefully planned provision which joins all services allows our children to achieve, make friends and be happy.

 

At Manor we aim to ensure that out provision for each child is fully inclusive meaning that everyone is able to enjoy and thive in all aspects of school life, and have their needs met. We are proud to offer support to children who may have:

  • Special Educational Needs
  • Medical Needs
  • English as an Additional Language 
  • Ethnic and multi-cultural needs
  • Requirements for pastoral support, this is done though out Thirve training

 

Our aim is to:

  • ensure that the language, learning needs and medical needs of individual pupils are clearly identified and provided for.
  • to enable pupils to gain full access to the Curriculum and develop strategies to overcome any obstacles that might prevent pupils from achieving their full potential.
  • to adapt our environment to support and enable children with accessibility, visual and hearing needs
  • assess any new child’s needs, plan and set targets for the individual.
  • assess the individual needs of pupils and offer them both curriculum support in class and additional support in small groups as appropriate.

 

At manor our teachers are highly trained and fully committed to the learning and support of all children. Our In class support includes:

  • First quality teaching
  • A language rich environment
  • visual and ICT support
  • displays and resources in the classroom and around the school to celebrate difference
  • Regular Thrive assessments
  • Careful consideration of classroom layout
  • Strong communication with children, SENCO, professionals and parents

 

To ensure that we provide specific support for all of our children we liaise very closely with the following professionals:

  • PCAMHS/CAMHS

  • Educational Psychologist

  • OCC Special Educational Needs Support Services (SENSS) team of advisory teachers:

    • Communication and Interaction

    • Physical Disabilities

    • Hearing Support

  • OCC Integrated Therapies team (NHS)

    • Occupational Therapy

    • Physiotherapy

    • Speech and Language Therapy, including the EYFS Speech and Language Therapy team

  • Social services

  • School Nurse

  • Point 5 Ltd Outreach (Northern House)

  • Train

  • Community Consultant Paediatrician John Radcliffe (Sarah Travis)

 

Meet the team:

Inclusion lead: Jennie Hearmon

SENCo: Jennifer Dinari

Learning Mentors: Rob Carter and Catherine Coster

Family Support Worker: Emily Heathcott

Forest School Learning Mentor: Jane Millin

 

The Code of Practice for SEN and Disability (2014) sets out guidance on how the needs of children and young people with SEN or disability should be met. The Oxfordshire local offer has two key purposes: To provide clear, comprehensive and accessible information about the support and opportunities that are available in the local area, To make provision more responsive to local needs and aspirations by directly involving children and young people with SEN, parents and carers and service providers in its development and review.

 

Special Educational & Disability Categories of Need       

Taken from SEN Code of Practice 2014

 

Cognition and Learning

Communication and Interaction

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), may affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. Children and young people with ASC, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Social, Emotional and Mental Health

Sensory and Physical Needs

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habitation support. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

 

Updated April 2020
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