Harford Manor School

Harford Manor School

Local Offer


SEN Information Report for Harford Manor School 2019/20


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.  The required information is set out  here.

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.  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 for our students and more globally 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.

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:

(a)   have a significantly greater difficulty in learning than the majority of others of the same age: or

(b)   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 recognize where they have difficulties, we also encourage them to work to their strengths and emphasize 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.  In our school and cluster we have access to various specialist services.  We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available here.

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.

We have high class staffing levels across the school.  This equates to a maximum of 11 pupils per class with one teacher, one higher level teaching assistant and two or three teaching assistants to each class.

What we do to Support Learners with SEN at Harford Manor School

 Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class.  The Teacher Standards 2012 detail the expectations on all teachers, and we at Harford Manor School are proud of our Teachers and their development.  The Teacher standards are available here.


 Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

  • Principles of the TEACCH approach
  • Visual timetables
  • Picture 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 TalkTools
  • 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:

  • 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 the local cluster of schools, 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 1. Personalised Learning Goals (which link to Medium and Long term targets in each child’s EHCP), 2. Attendance and 3. Curriculum progress.  This information is shared with all parents at the Annual Review.  Over this year, we are also adding some new assessment and tracking measures which we believe to be more accurate areas which reflect the key focus of our curriculum and the specific needs of our student population.  These are the AET Autism Scales.  More information on them can be found here.

Parents discuss the termly targets for SEN Support Plans with class teams every term.

The EHCPs will also be formally reviewed annually at the Annual Review meeting for each child/young person.

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 daily contribution).  For more information please ask to speak to Cathie McLeod (Assistant Headteacher) or Tracy Hindley (Harford Breaks Co-ordinators).

We are committed to making reasonable adjustments to ensure participation for all, so please contact our Harford Breaks co-ordinators to discuss specific requirements. 

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 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 to have a positive role within the local community.  Work tasks at the shop (Close Links) 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, or 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.

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 the local Guidance Advisor working with parents and the school from the year 9 review onwards, to ensure time for planning and preparation.

We are fortunate to have a very active and vibrant Parents Group at Harford Manor.  The group meets every Wednesday from 10am to 12pm over coffee and cakes.  The group is run for and by our parents and carers.  The lead parent (Lindsay Wright) welcomes all parents and carers to these meetings, either on a regular or occasional basis.

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).

Have your say

Harford Manor School is our 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.  So 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 children and young people.

Useful links


Parent Partnership