Manor Park Primary School

Address: Greyhound Road, Sutton

Postcode: SM1 4AW

Contact: Ms Thomas

Telephone: 020 8642 0144

email: mpoffice@leoacademytrust.co.uk

Vision

Provision and practice delivers the opportunities for children to reach their own aspirations’
As part of LEO Academy Trust we are determined to realise the full potential of every child including those with SEND, to provide them with an excellent education and the opportunities to develop as successful, confident and independent learners.
Children with SEND will be welcomed positively to our school and the classroom with the intention of inclusivity in the class teaching and learning wherever possible. This is to ensure that all children understand diversity as a positive attribute , with the ‘mindset’ of
becoming adults to support, understand and integrate in the inclusive society we live in.
Every single decision made by the school is determined by what is in the best interests of all our children. We are committed to ensuring that every child has the best chance to fulfil their aspirations so they are prepared for the next stage in their educational journey
and adulthood.
For more information please find attached here our LEO SEND Policy.

Contact to discuss child needs

At Manor Park Primary Academy we aim to have an open partnership with parents and staff and always promote two way communication.
As part of a graduated response approach, if a parent has a particular concern about their child we advise that the first point of call is the child’s class teacher. At this stage an initial concerns form will then be completed and interim targets will be set to meet needs. Following this, an appointment can then be arranged with the school SENCo, Ms Thomas. This can be done through:

  • emailing the school
  • writing a note for the teacher
  • speaking with them after school
  • arranging an appointment if necessary

For Child Protection concerns, the Designated Safeguarding Officer should be contacted as below:

  • Inclusion Leader: Ms Thomas
  • Family Development Leader: Ms Laing
  • Senior Nurture Teaching Assistant: Mrs Webb
  • SEN support: Ms Campion

Assessing children

Manor Park uses a variety of formal and informal techniques to assess achievement and monitor progress.

  • The collection of formal data at the end of Reception ,Statutory Assessments and Tests (SATs) at Years 2 and 6. As well as a Year 1 phonics test which are sent to parents of these year groups with the end of year report. These are sent with a comparison to the National Average.
  • We use teacher assessments and ongoing monitoring by all teachers assessing against the Curriculum requirements. All children’s next steps are shared in parents’ evenings. Support ideas for Literacy and Numeracy leaflets are also shared in the Autumn term (Also available on the website: Supporting my child).
  • The tracking of individual pupil progress over time is monitored at class teacher level and by the Senior Leadership Team who have termly meetings with teachers to discuss progress expectations, targets and interventions that may need to be put in place.
  • Individual Provision Map meetings take place termly to set and review targets for children who are on the SEND (Special Educational Needs & Disabilities) register and share how these targets will be met. The interventions are evaluated by the SENDCO and Senior Leadership Team for impact and progress.

Informing parents and carers

Informal verbal feedback about your child's progress at school may be provided by the child's teacher on an ad hoc basis, either at your request, or in relation to a particular activity or piece of work your child has been doing. Please request an appointment at the office.
Parents' Open Evenings are offered in the Autumn and Spring term and a detailed School Report is provided annually at the end of the summer term. There is a slip provided in the report to send back any comments or queries you may have and a follow up appointment can be arranged on request. Appointments with the SENDCO are also available at each parents evening.
Individual Provision Maps are shared with parents/carers and targets discussed each term. Children with an EHCP will have an Annual Review with all professionals involved with the child.
Meetings can be arranged with the SENDCO as necessary. Throughout the year.

Updates on progress

  • At the end of the academic year each child will receive an end of year report that will highlight the child’s progress, achievement and areas of need. The assessment data will be drawn from a range of sources.
  • In order to monitor children’s progress, regular meetings are held throughout the year. We have two parent consultation meetings every year where parents have the opportunity to come into school and discuss their child’s progress with the teacher. There is the option for a third parent consultation at the end of the Summer Term, if needed, once the child’s report has been sent home.
  • Targets for children with a SEN Support plan will be set in July. These targets will be shared with the new teacher for the next academic year. These targets will then be reviewed in October and February.
  • In addition to these meetings to review targets, there is the opportunity for ad hoc meetings with class teachers and or the SENCo.
  • For pupils with an EHCP, reviews are held annually to discuss progress against outcomes with input from all professionals who have supported the child. Team Around the Family and Team around the Child meetings are organised on a needs basis to support both pupils and their families.

If a child is not making progress

Please click here to see our Assess, Plan, Do, Review Cycle which explains in detail how we support children who are not making progress.
If tracking and monitoring suggests that the child is not making the expected progress additional support may be provided via additional resources after discussions with key staff, parents/carers, pupils and possibly other professionals. Support may include

  • different learning materials or special equipment
  • some group or individual support;
  • extra adult time to implement a planned intervention and to monitor its effectiveness;
  • access to professional support services for one-off or occasional advice on strategies or equipment.

An application for an Education Health and Care Plan (EHCP) needs assessment may be considered for a child who continues to experience significant difficulty and meets the criteria for this assessment. This would always be done in consultation with the parent/carer and the SENDCO.

Curriculum

At Manor Park we follow the National Curriculum using the Cornerstones Curriculum, and provide a thematic curriculum that fosters enthusiasm through a cross-curricular approach
to learning, encouraging children to gain a deeper understanding by making connections.

Our curriculum takes into account the interests and needs of our children, is relevant to our local surroundings and draws on the resources available in our community. It is multi-cultural and promotes the skills needed by individuals to be successful in the 21st
century.

It seeks to motivate and interest children and provides them with a purpose for learning. Clubs, trips, outside speakers and other planned opportunities for enrichment enhance the children's experience.

At Manor Park we take into account different learning styles and use a variety of teaching styles and resources to teach the curriculum, allowing us to encourage and promote children to be independent thinkers, to learn through making mistakes, to challenge and
ask questions, to make connections and see relationships, to communicate their ideas and work well with others and reflect on their learning and ideas.

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs and abilities. Outcomes from assessment of learning enable teachers to set targets which reflect individual pupils' skills, abilities and potential.

The school has interventions for children experiencing difficulties in literacy or mathematics. Barriers to learning are carefully identified and specific support is put in place e.g. Nurture support Teaching Assistant (TA), Dramatherapy, EAL (English as an Additional Language) group work, SEN group work etc. The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all.

Adapting for child needs

At Manor Park we take into account different learning styles and use a variety of teaching styles and resources to teach the curriculum, allowing us to encourage and promote children to be independent thinkers, to learn through making mistakes, to challenge and
ask questions, to make connections and see relationships, to communicate their ideas and work well with others and reflect on their learning and ideas.
The school has a commitment to make reasonable adjustments to ensure access to the curriculum for all.

  • Learning strategies

Teachers plan to meet the needs of all pupils by ensuring learning is focused on individual pupils' needs and abilities. Outcomes from assessment of learning enable teachers to set targets which reflect individual pupils` skills, abilities and potential.

  • Additional Support

The school has interventions for children experiencing difficulties in literacy or mathematics. Barriers to learning are carefully identified and specific support is put in place e.g. Nurture support , Dramatherapy, EAL (English as an Additional Language)
group work, SEN group work etc
Support for SEN pupils may include:

  1. different learning materials or special equipment
  2. some group or individual support
  3. extra adult time to implement a planned intervention and to monitor its effectiveness;
  4. access to LA support services for one-off or occasional advice on strategies or equipment

Interventions are monitored and the impact measured by the SENDCO to ensure the correct next step is identified for a child.
Children who need extra support will often work closely with a TA. The staff will be aware of the children's needs and what needs to be done to support them. They may attend intervention groups to support with development of academic social skills and emotional development. The aim of the intervention is to ensure that the children are developing independence and will increase their progress.

Access to exams

Every child is given the opportunity to access the curriculum. Every child will be assessed and supported according to what their specific needs are and decide if any adjustments are necessary in order to allow that child to access tests.
Adjustments that may be made include:

  • Additional time to complete the test
  • A break during the test
  • Large print
  • An adult to help the child to stay focused
  • Making a transcript of the test if the child’s writing is difficult to read
  • Any adjustments would become part of normal classroom practice.

This information is shared with parents/carers at parents consultation or Send Support Plan meetings.

Additional support or time for exams

Any adjustments would become part of normal classroom practice.
This would be shared with the parent/carer at parents evening/meeting or a Provision Map target sharing meeting.

Comfort, Safety and Socialising

At Manor Park Primary School we take our pastoral responsibilities very seriously and our Nurture Policy and procedures reflect the ethos and values of the school: To offer social and emotional support within the school environment for every child and their family/carers.
Please also see our Nurture, Behaviour and Safeguarding Policy for details of the support provided.
We have an experienced Family Development Leader who is available to offer support to any family.

Developing Social and Emotional Skills

Please see above and Nurture Policy for details of the support provided
We have a Senior Nurture Teaching Assistant, ELSA trained staff, and a Mental Health Lead, as well as a Trauma Informed Champion. We offer ELSA groups or 1:1 support for a child who may be experiencing difficulties. We also offer Drama Therapy for more complex needs.
The school works in partnership with parents and carers. We support the children to be responsible, make good choices and show respect for the whole school community.
All children are taught through PHSE (Personal Health and Social Education) and staff model how to deal positively with social interactions.
All staff endeavour to ensure that children feel safe, comfortable and welcome. Children know they can speak to staff should they have a need too.

All children are supported to develop their social and emotional skills and there are interventions available at school for children who are identified as needing support within this area.
There are also opportunities for children to attend a range of extra curricular clubs as well as PHSE, Pupil Voice and School Council during school time which encourages independence and social resilience.

Accessing Lessons

Manor Park Primary School has a Disability Equality Policy & Accessibility plan in place and will make reasonable adjustments to assist all children with disabilities.

Early Support in the Community

We have ELSA trained Nurture teaching assistants who work 1:1 or with a group to address specific issues such as loss, friendship issues, self esteem etc
We also have a Family Development Leader who can work 1:1 with families on issues e.g behaviour at home. We offer workshops throughout the year on topics such as Creating Confident Children.
We also signpost parents/carers to any local services that may provide support.

Bullying

The school works in partnership with parents and carers to encourage good behaviour. We expect the  children to be responsible, make good choices and show respect for the whole school community.
Please see Home school Agreement ,Behaviour and Anti-Bullying Policy for details

Disability Support

Our school approach complies with the Equality Act of 2010 and we seek to promote equal  opportunities for all children with or without disabilities.   Teachers are aware of physical and  sensory needs and are equipped to differentiate accordingly to enable them to use facilities and  access the curriculum.  All children have equality of opportunity to access the curriculum  and   after  school  clubs  and  reasonable  adjustments  are  made  to  enable participation in school  visits.

We have a disabled toilet to assist children with disabilities to enable them to use these  independently. There are also changing facilities available to support children with specific  needs.
Some of the adjustments the school has made so far have included:

  • Ramps for wheelchair access
  • Handles at entrance doors
  • Disabled toilet in main building and Foundation Unit
  • Bar tap installed
  • Hearing Loop systems in certain classes
  • Extra adults available at certain times of the day and on trips for specific children
  • Visually Impaired team consulted and larger print text used for specific child
  • Request for Large text and audio for all policies in place.

Who we work with

The school works closely with a variety of external agencies including the following:

  • Educational Psychology Service
  • Sensory Impairment Service
  • Occupational Therapy
  • Speech and Language Therapy
  • Adapt to Learn - supporting learnings with ASC
  • Special Educational Needs Team
  • School Nurse
  • Child and Adolescent Mental Health Service (CAMHS)
  • Social Care
  • Voluntary services e.g reading partnerships
  • Sutton Parents Forum.
  • Virtual School
  • Young Carers

This is not an exhaustive list and the school would engage with any agency or professional as necessary to support the needs of the children.
The school would follow the criteria and referral procedure as set out by the individual agency/professional and work together through meetings, following recommendations, seeking advice, consultation with parents, evaluating strategies.
Informing parents and carers -  Any referral to be made would be in consultation with the parent/carer through a discussion with the SENDCO.

Helping your child settle with confidence

Moving schools can create understandable concerns for children and their parents. If your child is joining the school you and your child will be offered the chance to tour the school in
advance on request and if your child has SEN the SENDCO is happy to discuss transition.
New children will also be allocated another child to spend time with, help them settle in and find their way around. Our staff are sensitive to the implications of joining a new peer group, joining the school mid-year, or moving to a completely new location. They are experienced at supporting these transitions and will be keen to offer help and reassurance to ensure your child integrates well and are happy at their new school. Transition work and/or a transition booklet is given to parents of children who may experience difficulties with the change.
Home visits are carried out for all new to Early Years children so that children and parents/carers can meet staff in a relaxed setting.

Extended School Day

Jancett and Come & Play run a Breakfast club and After school club on site. Details and pricing can be obtained by contacting them directly.

Updated

February 2022