1. Half-termly Pupil Progress meetings allow staff to identify children who are making less than expected progress. Concerns can also be raised directly by members of staff and parents of carers. The school provides a concerns form which can be used by either staff or parents and carers. This can be found at: https://www.manor.staffs.sch.uk/special-educational-needs-and-disabilities/
2. In the first instance, the class teacher would gather information, for example test results or observations of behaviour in and around school. This may include utilising the concerns form found on the school website. These would then be shared with the SENDCo.
3. The EYFS uses the Nuffield Early Language Intervention programme. Staffordshire County Council have an Early Help Team and Specialist Safeguarding Unit which all schools can contact where necessary. Further information can be found at: https://www.staffordshire.gov.uk/Care-for-children-and-families/Familiesfirstpartners/familiesfirsttherighthelpattherighttime.aspx

1. You can contact the school directly through the office, either at office@manor.staffs.sch.uk or on telephone number 01827 213820 or at office@manor.staffs.sch.uk You can contact the SENDCo directly at mforman@manor.staffs.sch.uk or the head teacher at headteacher@manor.staffs.sch.uk
You can use the aforementioned concerns form as a record of your concerns should you wish.

1. To find relevant policies, please use the link below:

1. Children with SEND will be supported in a variety of ways, dependent on their individual needs. In the first instance, reasonable adjustments will be made to quality first teaching practice. Where this is deemed to not offer sufficient support, additional interventions and programmes can be utilised, for each the Toe-by-Toe reading programme.
2. The class teacher will have the best knowledge of the children in their class, both in terms of academic success and any other relevant needs a child may have. Typically, they will identify what they want the child to achieve, and how best to do this. Where additional information or guidance is needed, staff will liaise with the SENDCo, who will support as needed, or seek advice from outside agencies if it felt that the school may need more specialist advice to support a child. Where children are registered as SEND support, they will receive a Passport for Learning, which will have individual targets in it. These passports are reviewed three times a year, in line with the SEND Code of Practice.
3. The school has an ‘open door’ policy, meaning you can make contact with the SENDCo or class teacher at any time, should you need to. Staff will reply to enquires at their most early convenience. The best route for contacting staff is either via the main office (email – office@manor.staffs.sch.uk tel – 01827 213820), via the contact page on the school website (https://www.manor.staffs.sch.uk/contact-details/)via a staff member’s email address or contacting the SENDCo (email – mforman@manor.staffs.sch.uk).
4. There are a variety of support packages available in school. In the EYFS, the Nuffield Early Language Intervention programme is available. Across school, we have intervention programmes linked to the Literacy and Mathematics schemes such as ‘Rising Stars – Shine’ and ‘First Class for Maths’. For children above EYFS, and when they are ready to undertake it, we have the Toe-by-Toe reading programme to support progress in decoding reading. Where appropriate, outside agencies are utilised to support specific needs, for example the Autism Outreach Team support children with a working/diagnosis of Autistic Spectrum Disorder (ASD).
5. Teaching modifications may include, but is not exclusive to, adjustments such as greater scaffolding to support a pupil, prompt cards, visual resources, intervention programmes, support from Teaching Assistants or, where appropriate, working on curriculum concepts from the previous academic year.

1. Curriculum adaptations may include, but is not exclusive to, adjustments such as greater scaffolding to support a pupil, prompt cards, visual resources, intervention programmes, support from Teaching Assistants or, where appropriate, working on curriculum concepts from the previous academic year. Adaptions to the learning environment would be considered on an individual basis, and may include, but is not exclusive to, adjustments such as coloured overlays, adjustments to the class seating plan, specialist writing implements, or any other specialist equipment deemed necessary to allow pupils to access the curriculum successfully.
2. Teaching Assistants work within class to support pupils in strategies that allow them to develop their independent learning skills. Outside agencies, such as the Autism Outreach Team, are consulted to find strategies that can be utilised to allow pupils to further develop these skills.
3. Each class has a Teaching Assistant that works under the guidance of the class teacher to support all pupils, including those pupils with SEND.
4. In the first instance, the class teacher will plan the educational programmes deemed most suitable to support pupils. The class teacher has the greatest knowledge of the individuals in their class, and is best placed to do these. The class teacher can work in collaboration with the SENDCo to determine or refine the support that is given. The class teacher will also work in collaboration with subject leaders where support is required in a particular subject, for example Maths or English.
5. This will be considered on an individual basis. Adjustments may include, but is not exclusive to, access to suitable equipment, a reader to support subjects such as Maths, or additional exam time where a pupil fulfils the criteria, for example reduced reading speed.

1. There is a nominal figure included in the formula that works out a school’s core budget. This permits us to spend more money on staffing that allows us to support children with different needs across the school, either in class during lessons or with interventions. The SEND budget also allows us to buy more specialist learning resources to cater for the needs of children at the school.
2. Where a child fulfils the criteria, additional funds can be secured through Additional Educational Needs funding (this is on a temporary timescale) and through an Educational Health Care Plan being implemented.
3. Manor Primary is part of the Tamworth SEND and Inclusion Hub. This is a forum for schools across Tamworth to pool expertise, allowing the school access to advice and support from educational professional and specialists. There are also regular network meetings for SENDCos to receive updates and share good practice across the region. Advice from these sources can be utilised to further support pupils with SEND at Manor Primary.

1. The class teacher and SENDCo will consider each pupil on a case-by-case basis. There are a range of starting points which include, but may not be exclusive to, analysing assessment data, concerns raised by teachers or parents/carers and information supplied by outside agencies. The class teacher and SENDCo will work collaboratively alongside parents and carers to consider the best practice in supporting a pupil with SEND.
2. Decisions will be made in collaboration with all adults involved including, although may not be exclusive to, parents / carers, the class teacher, the SENDCo, the head teacher, and outside agencies. Discussions with pupils will form part of the process where it is deemed appropriate and productive.
3. In addition to those people outlined above, the decision-making process will include the Head teacher. Other professional involved will be on a case-by-case basis and may include agencies such as Autism Outreach, the Tamworth SEND and Inclusion Hub, Educational Psychologists, CAMHS and Midland Partnership. The other people involved is dependent on the level of need of a SEND pupil.
4. Parents and carers are consulted on decision making processes. You know your child best, so it is imperative that your experienced and views form an integral part of the support that is offered to a pupil with SEND. We have an open-door policy that means that parents and carers can contact staff when needed.

1. There are some resources generally available such as visual timetables, calm corners in each classroom, coloured overlays and Stabilo Easy Grip pens. Individual resources have been purchased on a needs basis, for example sloping desks and balance seat cushions.
2. Once a need is identified and resources have been priced the teacher and/or SENDCo pass this request to the headteacher who will look at the cost in relation to the budgetary priorities, potential benefits and value for money. Where appropriate, the headteacher will then sanction the purchase if it is within levels set in the scheme of delegation. If it is above this level it will be taken to governors to sanction the purchase.

1. Reading, Maths and Spelling and Grammar are assessed on a termly basis across school. Writing is teacher assessed each term. This includes all pupils with SEND. Should SEND pupils be involved in intervention programmes, this will be reviewed at the end of the programme of intervention, informing what the next step should be.
2. If a pupil with SEND has a Passport for Learning, the individualised targets are assessed on a termly basis, ensuring there are three review periods each academic year. This review process involves all stakeholders.
3. Meetings related to the above-mentioned review processes, alongside two parents’ evening meetings each year, and an end of year written report, will indicate whether your child is working at Age Related Expectation, above this or below this.
4. Lines of communication between school and home include regular meetings, as outlined above, including an annual written report. Parents can discuss this report after they have been issued. The school operates an ‘open door’ policy, so that any needs or requirements between all stakeholders can be discussed at any time between the regular review opportunities. These meetings can be arranged by contacting the class teacher in the first instance.
5. The school’s curriculum is set out in detail on the school website. This explains how the learning is planned across the school on a long-term basis and the content for each half term is detailed within medium term Knowledge Organisers. Teachers then add the curriculum to be covered in the next 2 weeks to the fortnightly school Newsletter. Any major variations from this regarding SEND will be discussed at the various meetings set out above.
6. Children have reading diaries where messages can be written between school and home. The school office is contactable on 01827 213820. Class teachers are available at the end of the day, bringing classes on to the playground for dismissal (This may be for a brief conversation or to arrange for a more detailed discussion where necessary.) The SENDCo is available via mforman@manor.staffs.sch.uk and the head teacher is available via headteacher@manor.staffs.sch.uk Staff are available by email or through the school office phone number.
7. We would make all reasonable adjustments to cater for parents and carers who have SEND such as verbal communication for those who struggle with literacy or online virtual meetings for those who find it difficult to get to school.
8. Advice is sort from outside agencies such as the Autism Outreach Team and through the Tamworth SEND and Inclusion Hub wherever necessary. The school also has an appointed Educational Psychologist.

1. Links between home and school are important for all children, including those children with SEND. Discussions between the class teacher, SENDCo and parent/carer would be advised, to ensure we can personalise the support that takes place at home.
2. The SENDCo would be the best point of contact for training advice, as they can signpost you to other professional or resources that can support your child at home.

1. Children with SEND are part of the review process for annual Educational Health Care Plan reviews and for termly Passport for Learning review meetings. Of course, all children receive regular daily feedback from the staff about their learning in class.

1. Children with SEND will partake in the whole-class assessments that take place each term. The standardised scores allow the class teacher to measure whether children are making expected progress or not. For personalised targets, such as those found on Passport for Learning documents, the class teacher will include (where appropriate) a start point and a target to achieve. This will allow the class teacher to judge if a child has made expected progress against the target. Please see further details in the school Assessment policy. To find this, either go to the school website homepage, locate the Key Information tab, and in the drop-down menu, find ‘Policies’. Alternatively, follow the link to Manor Primary School policies.
2. Passport for Learning documents are shared in review meetings, which will also include new targets to be set if a child continues with a Passport for Learning. Parents are involved in annual Educational Health Care Plan review meetings. Between these set times, class teachers are available to discuss a child’s progress through aforementioned channels.
3. Children with SEND are part of the review and setting of targets for Passport for Learning documents and Educational Health Care Plans.
4. Children, parents/carers and staff are asked to complete surveys at various points through the year. There are also regular pupil voice monitoring sessions about aspects of school.

1. Class teachers will be in class at the beginning of the school day. There is a member of staff, often the head teacher, on the gate in the morning. Class teachers dismiss their classes from the playground at the end of the day, ensuring they are collected by a known adult. Should other arrangements be required, these can be discussed with the class teacher and/or SENDCo.
2. Morning break time (this is KS1 and KS2) have two members of staff supervising. Afternoon break for KS1 has the class teacher or Teaching Assistant supervising. Lunchtimes are supported by a team of lunchtime supervisors. Teaching staff and Teaching Assistants are available should this be necessary.
3. The nature of the small school site at Manor means that children are supervised at nearly all times. In those instances where there is no direct adult supervision, for example using the toilets, adults will be nearby in classrooms or on duty on the playground. When children leave the site the educational visits policy is followed which sets out guidance on risk assessments, recommended ratios of adults to children etc. The risk assessment is carried out by the visit leader and passed to the Headteacher who has undergone Educational Visit Coordinator training. This is all entered on the Staffordshire ‘Evolve’ system and any higher risk visits such as residentials are signed off by the county visits coordinator.
4. Risk assessments are based on the model risk assessments from Staffordshire Health and Safety advisors then adapted by the staff who undertake the activity or use the area that the assessment is for. These are then signed off by the headteacher.

1. Manor Primary is a small village school, where the staff know all the children across school. This includes those pupils with SEND. Class teachers build positive relationships with the children in their class, including those children with SEND. PSHE sessions are run each week, aiming to give children the confidence and understanding of how to share any concerns or worries they may have. Typically, in the first instance, a child's class teacher would be the first point of contact for a pupil. There are other adults that can be a contact in school, including Teaching Assistants, lunch time supervisors, the SENDCo and the head teacher. At the beginning of each academic year, all staff are updated on Safeguarding training.
2. Assemblies and PSHE sessions are an important part of teaching children about bullying. The school recognises that bullying can take many forms, not just physical. Assemblies and PSHE sessions are an opportunity to inform pupils of what bullying may look like, how to identify it, and what action to take should a child experience this. As stated in the school Anti-Bullying policy, no-one should suffer in silence. Two members of staff are on duty during the morning break, and there is a team of lunchtime supervisors in the afternoon. Concerns of bullying will be dealt with promptly by a member of staff.
3. The Anti-Bullying policy can be found on the school website. Go to the home page and click on the 'Key Information' tab. In the drop-down menu, locate the title 'Policies'. Once there, find the 'Anti-Bullying Policy'; the policies are listed in alphabetical order.
4. The Manor Primary values are an important part of children building positive relationships and friendships with their peers. MANOR; M = manners; A = aspiration; N = nurture; O = open-mindedness; R = resilience. Manners, nurture and open-mindedness are an intrinsic part of the process of making positive connections with their peers.
5. Where children are entering the school part way through a Key Stage, or part way through an academic year, the class teacher in the first instance will focus support and time to ensure that those children new to Manor find other children they can build positive friendships with. Where it is deemed supportive, an existing pupil or small group of pupils may be asked to support a new pupil as they enter Manor Primary. The class teacher will know, from their close relationship with their class, who will be best positioned to take on this role.
6. Assemblies and PSHE sessions provide children with opportunities to share and discuss positive traits they have. For those children who may have low self-esteem, the Manor values apply to all pupils, including those with SEND. Class teachers may give children responsibilities to develop a better sense of self.
7. If a sibling is attending the school, they will have access to the aforementioned resources and adults. If support is required for a sibling who is not on role at Manor, the best point of contact would be the SENDCo or head teacher, who can signpost parents/carers to services that may help.
8. There is no on-site counselling service; the SENDCo or head teacher can signpost parents/cares to outside agencies that can offer appropriate support.

1. For administration of medicines, please see the Administration of Medicines policy. To find this, you can go to the Home page and locate the Key Information tab. In the drop-down menu, find the title, ‘Policies’. These are listed in alphabetical order.
2. The school has staff members with Level 3 paediatric first aid training. Where appropriate, the emergency services would be contacted.
3. Consultation with the class teacher will allow parents and carers to support their child at home if medical appointments mean a regular and significant amount of time is missed from class..
4. Consultation between the family, class teacher and SEDNCo, with any appropriate outside agencies, will aim to ensure care plans are suitable for individual pupils.

1. Please refer to the school behaviour policy. To find this, you can go to the Home page and locate the Key Information tab. In the drop-down menu, find the title, ‘Policies’. Alternatively, follow the link below:

1. Please refer to the Looked After Children and SEND policies. To find these, you can go to the Home page and locate the Key Information tab. In the drop-down menu, find the title, ‘Policies’.

1. There are a wide range of adults who work with all children in school, including those with children with SEND. A full list of staff members can be found on the school website. To find this, go to the home page and click on the tab, ‘About Us’. In the drop-down menu, click on, ‘Who’s Who’.
2. Your child’s class teacher is responsible for the education and welfare of your child on a day-to-day basis. They are the first contact in many situations over the course of the day. Manor prides itself on being a small, family-friendly setting, and we believe this is reflected in the relationships that class teachers create with all of the children in their class, including those children with SEND.

1. It is the responsibility of the SENDCo to ensure that any developments with a child with SEND are disseminated promptly to relevant members of staff. Being a small village school with only four class teachers means that contact across all members of staff is easily achievable.

1. The SENDCo has achieved the National Award for Special Educational Needs Co-ordinator. All staff have completed awareness courses for ASD, attachment and trauma. All staff have training in emotional coaching strategies for behaviour management. We have a teacher trained in ‘mental health first aid’.
All staff have at least 5 years of experience working with a range of children of different abilities and with a range of educational needs such as ADHD, ASD and dyslexia.
2. As a small school we don’t have the capacity to provide specialist staff but have experienced staff and can buy in expertise and advice where appropriate.
3. The SENDCo runs termly staff meeting training awareness and update sessions. The SENDCo is a source of ongoing support for all staff and he is able to draw on the expertise and knowledge of experts through the local networks and Inclusion Hub meetings he attends.
4. The SENDCo provides in-house awareness sessions where appropriate and we bring in outside agencies such as the Autism Outreach Team to provide training relevant to the types of pupil we have in school.

1. Manor Primary is part of the Tamworth SEND and Inclusion Hub. The Hub model has schools across the Tamworth borough siting on it, meaning expertise from other primary or secondary schools can be accessed where appropriate. Other professional sit on the Hub, such as an Educational Psychologist and support services such as the Saplings Project, an inclusion support service. For those services that do not sit on the Hub, referrals can be made to them directly, such as Children and Adolescent Mental Health Services (CAMHS).
2. There are no services permanently based on site, but relevant agencies can visit the site and access the Kingfisher room, an office space available for meetings with parents, carers, children and any other relevant agencies.

1. The most accessible first point of contact is your child’s class teacher. You can contact them on the school playground at the beginning or end of the day (please note, it may not be convenient for your class teacher to talk at length during these times, so it may be more suitable to make an appointment should this be necessary). The school office is contactable through 01827 213820.

1. The SEND co-ordinator is Mark Forman. He is contactable either through the school office (tel: 01827 213820) or at mforman@manor.staffs.sch.uk

1. There is a named SEND link governor who keeps a strategic overview of SEND at the school through termly meetings with the SENDCo. The headteacher also reports to governors about SEND policies and practices.

1. Pro-forma for Passport for Learning and EHCP reviews have dedicated spaces to allow children to contribute their views to the process.
2. Children are invited to attend review meetings, giving them the opportunity to share their views. Where children may feel unable to do this, consultation between the child and parent/carer, then to the SENDCo, give pupils the opportunity to share their views and opinions in a manner that they are more comfortable with.
3. Pro-forma for Passport for Learning and EHCP reviews have dedicated spaces to allow children to contribute their aspirations to the process.
4. Manor has a School Council, to which all pupils can apply. The members are voted for by their peers, one member for each year group, from Year One upwards.

1. Manor has always welcomed parent volunteers in school for a variety of focus, for example helping on school trips, supporting reading in the classroom, and other suitable focus. Manor runs a Parents’ Forum, which meets on a half-termly basis. New members are always welcome to join this. To enquire about joining the board of governors, please contact the head teacher. This can be through the school office (tel: 01827 213820) or via headteacher@manor.staffs.sch.uk

1. Support with completing any paperwork, forms or any other item is available.
2. Please contact the SENDCo, Mark Forman, either through the school office (tel: 01827 213820) or via mforman@manor.staffs.sch.uk

1. Manor runs a number of after-school activities. In line with our Equal Opportunities Policy (Policies | Manor Primary School), activities are open to all children, including those children with SEND. The school enters Sport4All inter school competitions each year.
2. Manor offers a before and after-school club. For details, please contact the school office on tel: 01827 213820 or office@manor.staffs.sch.uk
3. The before and after-school club is a paid for service. For details, please contact the school office on tel: 01827 213820 or office@manor.staffs.sch.uk Some after-school activities are free of charge. Letters with details of these clubs are sent out as and when they are about to begin, allowing children to sign up for particular clubs or activities. Some clubs do have limited numbers, details of which would be found on the relevant letters.
4. In line with our Equal Opportunities Policy, activities are open to all children, including those children with SEND.
5. As with the curriculum, reasonable adjustments would be made to ensure that everyone has equal opportunity to access activities outside of the classroom. Individual needs can be discussed with the class teacher, service provider or SENDCo.
6. We can arrange consultation between parents/carers, school (including the SENDCo) and service providers as and when necessary.

1. All parts of the building and site are wheelchair accessible but there are some steps in some external doors and one route into the hall, meaning this can only be accessed from the outside door.
2. There is one disabled toilet facility in the main school building. There are no disabled changing facilities on site.
3. There is no dedicated drop-off and pick-up point, however, arrangements can be made to access the building on the driveway to the school office building.

1. Each classroom has a ‘calm corner’ which includes sensory toys and these can be available dependent on needs. We have also created work stations with plain screens that shut out distracting sensory overload for some children. We can also work with children who need ear defenders to block out loud noises. Another example is when we have avoided using white backgrounds on screens if there are children with dyslexic tendencies.
2. Please follow the link below:

1. Letters and other written communication would be translated using online software.
2. Currently, there is no requirement between either children or pupils to use alternative forms of communication on a regular basis. Were those circumstances to change, the SENDCo will seek advice and support via the Tamworth SEND and Inclusion Hub. Some signing is used in early years to support early communication.

1. Please refer to the Admission Policy and Accessibility Plan. Follow the links below:

1. Visits to the school are always welcome. In the first instance, contact the school office on tel: 01827 213820 or via office@manor.staffs.sch.uk

1. We can arrange meetings with the class teacher, SENDCo and/or head teacher as you require them. We can also arrange visits for children who will be new to the setting if they are also required. Contact with any pertinent agencies can be arranged, either in person or via Teams, should they be required.
2. As we would with a pupil moving on to a new setting, we would expect a previous setting to inform us of a new pupil with SEND. We would contact the SENDCo of the previous setting to help build a picture of a new pupil with SEND.
3. When moving between stages in the setting (for example, from one class to the next), time is built into the school calendar to allow staff members to meet and share information about all pupils who will be moving, including those children with SEND.
4. If a child with SEND moves to a new setting, including moving to secondary school, all documentation is copied to be kept in school (as required in the SENDC CoP) and then original paperwork is sent to the new setting..
5. The SENDCo will contact the SENDCo of the new setting to have a conversation about the pupil. These conversations are important as paperwork alone does not always paint the full picture of any individual. Sometimes an extra visit can be arranged above the usual transition days and meetings.

1. Please refer to the school website, where you will find a list of useful links. You can find this by clicking on the ‘Key Information’ tab, and in the drop-down menu, click on, ‘Special Educational Needs and Disabilities’. Alternatively, follow the link below:

12th April 2022

1. In the first instance, please contact the SENDCo (mforman@manor.staffs.sch.uk) or the head teacher (headteacher@manor.staffs.sch.uk). You can also follow the school complaints procedure. Please see the link below.