SEND Report and Local Offer
For information about the Norfolk County Council 'Local Offer' for young people with SEND aged 0-25, please click on the icon below:
You can also sign up for the Norfolk SEND e-newsletter which provides a complete picture of developments in the world of SEND and the Local Offer in Norfolk. by clicking on the link provided.
SEN Information Report for Harford Manor School 2019/20
This information forms part of the Norfolk Local Offer for Learners with SEN
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN.) All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually as stated in the Department for Education Special Educational Needs and Disability Code of Practice 0-25 Years which can be read in full below:
At Harford Manor school we are committed to working together with all members of our school community. This local offer has been produced with information and support from all school stakeholders (pupils, parents/carers, governors, and members of staff). We would welcome your feedback and future involvement in the review of our offer, so please do contact us.
The best people to contact this year are:
- Cheryl Frost-Cordy (Acting Headteacher, SENCO and SEN Governor)
- Jane Noble (Parent Governor)
- Phil Henry (Chair of Governors)
- Darren Locke (Student Council Link)
Our Approach to Teaching Learners with SEN
As a Local Authority maintained Complex Needs School, all of our pupils have Special Educational Needs and hold an Education, Health and Care Plan (EHCP). We want all adults and children to participate in learning, and we celebrate all members of our community. We want to create an inclusive culture both within our school and beyond into our local community.
We value high quality teaching for all learners and actively monitor teaching and learning in the school.
Our school improvement plan is about developing learning for all and takes on board ideas and comments from our wider community to improve outcomes both for our students and for students with SEN across the county of Norfolk.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and staff continually assess to ensure that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings.
Further details can be found in our 'Access and Accessibility' Policy below.
Please Note: A new version of this policy is awaiting Governor approval and signatures which has been delayed due to COVID-19
How we Identify SEN
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
The nature of our pupils’ learning needs is such that they will always have significant difficulties with particular aspects of learning. This is not to say that we are not ambitious for our children and young people and whilst we work with everyone to recognise where they have difficulties, we also encourage them to work to their strengths, emphasise what they can achieve and to be positive in their approach to learning and life. We believe that all of our children and young people can be part of their wider community and encourage them all to become 'Active Citizens'.
For some learners, we may want to seek advice from specialist teams. Within our school and the wider education community, we have access to various specialist services. We also access services universally provided by Norfolk County Council, which are described in the Local Offer, which can be found above.
We have one and a half days per week of Speech and Language Therapy support from the Local Authority.
Physiotherapist, Occupational Therapist and Sensory Support advice is given to the school as necessary through the Education, Health and Care Plan advice service.
We have high class staffing levels across the school. This equates to a maximum of 12 pupils per class with one teacher, one higher level teaching assistant and up to four teaching assistants to each class.
What we do to Support Learners with SEN at Harford Manor School
We offer our own adapted curriculum, developed around core areas of learning which is delivered in a 'topic based' format to ensure learning is engaging and motivating for all our students. Every Teacher is then required to adapt this curriculum further to ensure each individual can access learning appropriately within each class. The 'Teacher Standards' detail the expectations on all teachers in this country, and we at Harford Manor School are proud of our Teachers, their quality of teaching and their personal development.
The Teacher standards can be viewed by using the link below:
Our Teachers will use various strategies to adapt our curriculum, including:
- Principles of the TEACCH approach
- Visual timetables
- Picture Exchange systems
- iPads, laptops or other alternative recording devices and communication tools
- Positive behaviour rewards system
- Attention Autism
- Intensive Interaction
- The use of aspects of Applied Behaviour Analysis (ABA)
- Oral placement therapy, specifically 'Talk Tools'
- The Zones of Regulation
- Sensory Integration
Additional support strategies and approaches are used for a number of students where this is thought to be of benefit, including:
- Music Therapy
- Lego Therapy
- Play Therapy
The impacts of these interventions are regularly evaluated in order to see whether they are beneficial.
Harford Manor School receives funding directly to the school from the Local Authority to support the needs of all of it's learners. All of our students have Education, Health and Care Plans (EHCPs)
The school receives no additional monies through affiliation with other schools / clusters, but works closely with the 'Hewett cluster' in order to provide advice, support and consider shared resources.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Harford Manor School. Parents/carers, pupils and staff are involved in reviewing the impact of what we do.
All students have their progress measured termly in terms of:
- Personalised Learning Goals (which link to Medium and Long term targets in each child’s EHCP),
- Curriculum progress.
This information is shared with all parents at the Annual Review of their child's learning. Over this year, we are also adding some new assessment and tracking measures, the Autism Education Trust (AET) Scales, which we believe to be more accurate areas which reflect the key focus of our curriculum and the specific needs of our student population. Further information regarding the AET Scales can be found below:
Parents have the opportunity to discuss the 'Personalised Learning Goals' set for their child and their progress towards each target with class teams every term at parent evening events.
Each Child's EHCP will also be formally reviewed annually at their Annual Review meeting.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We also moderate our data with other Complex Needs Schools within and beyond the county to ensure that what we do is accurate.
Other Opportunities for Learning
All learners have the same opportunity to access extra-curricular activities. At Harford Manor school in 2019-20 we are offering a range of additional clubs and activities.
There are a range of lunchtime activity clubs, two evenings of after school clubs and a regular range of weekend and holiday activities (for which parents are asked to make a small monetary contribution). We are committed to making reasonable adjustments to ensure participation for all, so please contact either our Assistant Head (Cathie McLeod) or our Harford Breaks Co-ordinator (Tracy Hindley) to discuss specific requirements or gain further information. Their contact details can be found below:
- Cathie McLeod, Assistant Head | email@example.com
- Tracy Hindley, Short Breaks Co-Ordinator | firstname.lastname@example.org
We have three specialist resources at the school which are used by our own students and also by individuals and small groups of children from our local schools and community. These are:
- A soft play room with a ball pool
- A Therapy room, with Occupational Therapy and sensory resources
- A small hydrotherapy pool
The school runs a Charity Shop (Close Links) in the local community, which exists solely to enable our older students (form KS4 and above) to gain work based skills and have a positive role within the local community. Work tasks at the shop vary according to each individual's skills and aptitudes, but underpinning everything, is the drive to ensure that our students are valued and can become 'active citizens'.
Preparing for the 'Next Step'
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, moving on to another school, training provider or moving in to employment. Harford Manor school is committed to working in partnership with children, families and other providers to ensure positive transitions occur for all our young people.
Planning for transition is a part of our provision for all learners. Moving classes will be discussed with you and your child at their annual review meeting. Transition beyond school will involve input from the local authority and their own 'guidance team', who will work with parents and the school from the year 9 review onwards. This will ensure their is enough time for appropriate planning and preparation.
We are fortunate to have a very active and vibrant Parents Group at Harford Manor. The group meets on at lest a monthly basis, on the last Wednesday of every month, from 10am to 12pm over coffee and cakes. The group is run for and by our parents and carers. The group organiser, Lindsay Wright, welcomes all parents and carers to join them for these meetings, either on a regular or occasional basis. More information regarding the parents group can also be obtained by contacting Jenna Humphrey, our parent and community liaison using the details below:
- Jenna Humphrey, Parent and Community Liaison | email@example.com
Other School Roles
We work very closely and at many levels with all of the other Complex Needs schools in the county.
Some of our staff are involved in supporting colleagues in mainstream schools, in order to help in the education of children with special educational needs who are educated in local primary and secondary schools. This support is called 'School to School Support' (S2S) and can be accessed on a referral basis through the Local Authority.
Have Your Say...
Harford Manor School is a community school. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff.
Therefore we invite you to please engage with our annual process, to ensure that we are as responsive, creative and representative as we can possibly be for all of our young people.