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Harford Manor School

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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.

Norfolk SEND E-Newsletter Sign Up

Our own school information report can be found in full below: 

SEN Information Report for Harford Manor School 2021/22

This information forms part of the Norfolk Local Offer for Learners with SEN

Introduction

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:

Department for Education - SEN Code of Practice

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 (Headteacher, SENCO and SEN Governor)
  • Cathie McLeod (Student Council Link)
  • Benedict Anigbogu or Isaac Wilder (Parent Governors)

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 as much as we can safely do so as we all learn to live with Covid-19.

Our school improvement plan is about building Foundations for Futures and looks at how we can play a more significant role in our local community and become a more welcoming and inclusive environment now we can start to invite people on site once more. (With restrictions in place at the moment)

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 assess to ensure that meaningful learning is taking place.  We value high quality teaching for all learners and actively monitor teaching and learning in the school Our whole school system for monitoring attainment includes the use of photos and videos to show individual progress and regular pupil progress meetings as well as end of year reports and annual reviews of EHCP outcomes.

Further details can be found in our Assessment Policy below.

Assessment, Recording and Reporting Policy

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'. The majority of our pupils have severe learning difficulties as their primary learning need and most others have a diagnosis of autism. Of course because of the complexity of our pupils needs few have just one area of need and all of our pupils have a significant difficulty with learning and cognition in addition to their other communication, health or sensory needs.

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 day 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 when included in the pupils Education, Health and Care Plan.

We have high class staffing levels across the school.  This currently 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 organise our classes according to learning needs so pupils can access everything on offer within the classroom. 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. Each pupil has personalised targets and learning goals embedded into their timetable to ensure it is focused to meet their specific needs. These are informed by the EHCP outcomes which are co-produced at the annual review.

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:

Department for Education - Teachers Standards

 Our Teachers will use various strategies to adapt our curriculum, including:

  • Principles of the TEACCH approach
  • Visual timetables
  • Picture or symbol Exchange systems
  • iPads, laptops or other alternative recording devices and communication tools
  • Positive behaviour rewards system
  • Signalong
  • Attention Autism
  • Intensive Interaction
  • The use of aspects of Applied Behaviour Analysis (ABA)
  • Oral placement therapy, specifically 'Talk Tools'
  • The Zones of Regulation

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
  • Animal Therapy

The impacts of these interventions are regularly evaluated in order to see whether they are beneficial.

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),
  • Attendance
  • Curriculum progress.

This information is discussed with all parents at termly parents meetings, the Annual Review of their child's learning, and in the End of Year Report.

Frameworks used to support the planning and assessment of pupils individual progress now include The Autism Education Trust (AET) Scales, The Harford Steps Curriculum Strands and The OCR Accreditation Modules all of which we believe to be more accurately represent the curriculum needs of our pupil population and the key focus of our curriculum in order to prepare our pupils for life after school.

Further information regarding the our assessment frameworks can be found below:

Autism Education Trust (AET) Scales Information

** More links to follow soon

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.

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 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'.

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:

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 there is enough time for appropriate planning and preparation. All Year 9 pupils will be advised to seek a referral to the PfAL team in order to support the transition to Adult Services.

We are keen to engage with whole families and have decided to move away from the focus being on just parents to a wider Families brief recognising that often grandparents, aunts, uncles and even older siblings are involved and should be able to access the support too.

We continue to be lucky enough to have a small team of people willing to run our fundraising sector Friends of Harford Manor and their dedication is much appreciated by our school community.

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.

Useful links

Norfolk SEND Local Offer

Norfolk SEND Parent Partnership