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SEND (Special Educational Needs)

Ms Roxby Deputy Head Teacher/SENCO

Put Wednesday 13th May 2020 12-2pm in your diary NOW 

Athletics Hall, John Charles Centre for Sport, Middleton Grove, Belle Isle, Leeds LS11 5DJ. 


You can drop in over lunch and network with all the different activity providers working with disabled children in Leeds. 

Come and meet inclusive activity providers who have completed our Scope Inclusion Quality Mark... AND meet the Targeted Short Break providers delivering short breaks across the city.... find out what they do and who they support! 

Don’t forget to let the families know you work with, as we welcome parents/carers of disabled children, Lead Professionals, activity providers and anyone who needs to find out more about Universal and Targeted Short Breaks. 

Spread the word.... and let us know you’re coming...   01133950038 


Local Offer - Manston Primary Special Educational Needs Statement 2015

Manston Primary school has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. As our mission statement says, we help everyone achieve their best and so have high expectations and put support in place as early as possible.

According to our last Ofsted: "School leaders ensure that the school is a very inclusive community which values every pupil as an individual."

All SEN provision is overseen and managed by the Senior Leadership Team and co-ordinated by the SENCo. The SLT monitor, review and evaluate all SEN provision on a regular basis and the SENCo reports to the Governing Body on how individual needs are being met and how the high needs top up SEN funding (£9,576) is being spent. Part of the money is spent on a teaching assistant delivering speech and language before and after school. Some of the money is spent on the part funding of a teacher, who delivers interventions for children with learning needs. The rest of the money funds a learning mentor who works with individual children and also delivers speech and language interventions. Nurture training has been undertaken by the learning mentor this year alongside the SENCo and nurture principles will be put into place for groups of children having interventions in September 2015.

All children are treated as individuals and the class teacher, alongside support staff, plan an appropriately differentiated curriculum for children with additional needs to ensure high quality teaching and learning with effective support and resourcing.

The school’s policies, which are all on the website, reflect the school’s commitment to inclusion, safety and well -being of children.

Individual Education Programmes and Behaviour programmes.

IEPs and IBPs are put in place and reviewed on a regular cycle, using data and/or observations as evidence of the impact of interventions. Where appropriate, parents and children are invited to these meetings. Parents are invited to IEP/IBP review meetings two to three times a year, as they are vital partners in their child’s progress. They are encouraged to engage in supporting their child’s learning, for example by reading with them regularly, working on phonic sounds or reinforcing speech therapy activities.

Assessments and targets

Key assessments are made each half term, to ensure children are on track to meet targets and planning addresses need. Progress and planning are reviewed to inform next steps.

Children are involved in the setting of personal targets and review their progress with a member of staff. The progress of all children is discussed at pupil progress meetings and appropriate interventions are put in place to ensure learning is maximised.

Learning Environment

An appropriate and accessible learning environment is provided, and adapted when possible using additional funding if available. For example: ramps have been added to provide wheel chair access into school, writing slopes, sit and move cushions and specially adapted scissors have been purchased for children who need them.

A new nurture base for interventions is being built in the summer of 2015, ready for use Autumn term 2015. This will be adapted for children with high level need and the resources will be based on nurture principles.

Other Professionals

Staff in school have worked alongside other professionals to develop their skills, in specific areas of SEND, for example in the teaching of children with dyslexia and those children on the ASD spectrum.

Support is sought from other agencies where necessary in order to maximise learning potential eg the Speech and language service, CAMHS, the SENST team, and the SMART team.

Universal Offer Summary Ethos

Inclusive ethos with expectations that all children can learn and succeed. Early intervention/ support principles. A no excuses attitude to learning- we will do all we can to support children no matter what the learning need.


Effective leadership at all levels including SENCos- monitoring, review, evaluation of SEN provision. Accountability to parents and governors through reports and transparency of data.

Budget (£9,576 high needs top up)

How funding for SEND is used to support learners.

Part of the money is spent on a teaching assistant, who is trained in working with children with behaviour problems. Some of the money is spent on the part funding of a teacher who delivers interventions for children with learning needs. The money also part funds a learning mentor who works with individual children and also delivers speech and language interventions.

Some of the money funds an LSA giving speech and language interventions before and after school.

We are committed to meeting the needs of all children and use whatever is needed from our main school budget to support all children.

Resources are brought from the main budgets given out to each curriculum area.


Effective policies, which are understood and consistently applied and are available on the website. These policies reflect the inclusive nature and ethos of the school.

Curriculum teaching and learning

Appropriate curriculum that meets specific needs

Effective teaching and classroom management of support.

Clear and regularly reviewed IEPs/ IBPs care plans etc.

Range of interventions eg 1:1 , rapid readers, mentoring, speech etc

Effective use of appropriate resources which are constantly reviewed for effectiveness.

Prompt pick-ups of children who are struggling to meet ARE and boosters and interventions put in place.

Accessible environment for learning.

Transition arrangements and target setting.


Assessments are carried out to ensure need is accurately identified and planned for. Progress is reviewed each half term and planning of quality first teaching and interventions evaluated to inform the next step.

Children are then moved to wave 2 as appropriate and the advice and support of other professionals sought where necessary to improve outcomes.


Staff have opportunities to develop expertise in specific areas.

Skilled LSAs equipped to deliver high level support and on-going CPD to support LSA delivery of interventions.

A member of staff is CAF trained and leads on child protection issues.