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Manor Leas Infant School

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What should I do if I think my child has Special Educational Needs (SEN)?


If you think your child might have additional needs, by following these steps we can work together with you to support their learning and development.


  1. Make an appointment or speak to your child’s class teacher.
  2. The class teacher will discuss the current level your child is working at and/or identify the current needs they have observed.
  3. Further observations of your child will take place and a range of evidence will be considered.
  4. The class teacher will discuss any concerns at a meeting with parents and the Special Educational Needs Coordinator (SENCo).

How will school respond to my concern?


Following the initial steps above school will then arrange a series of observations and support interventions

to work with parents and their concerns.


  1. A meeting will be set up with the SENCo to discuss the findings of observations and evidence seen by the class teacher. Together they will decide with you whether your child should be placed on the Special Needs register.
  2. An Individual Education Plan (IEP) will be put together identifying specific targets that are personal to your child and their individual needs.
  3. From this a series of intervention sessions will be planned to offer extra support to your child if needed. Professionals from Outside Agencies may be consulted to support with strategies.
  4. This plan will be agreed with parents, class teacher, SENCo, support staff and where appropriate the child.
  5. The plan will be reviewed at least three times a year and parents will be invited to attend to discuss progress and set new targets to support individual needs.


How will school decide if my child needs extra support?


Whether school feel your child requires extra support will depend on a series of varied formal and informal methods. These will be fully discussed with parents.


These methods can include;


  • Looking at data from daily and half termly assessments made by the class teacher
  • Observations over a series of days made by adults who work with your child (class teacher, teaching assistant, midday supervisors)
  • Talking to the child on a 1:1 basis to see if they feel they have any needs (learning, social, emotional, behavioural and/or physical)
  • Further discussions with parents and support staff


What will school do to support my child?


Your child’s class teacher will be the main contact throughout this process. They will be responsible for setting targets and ensure that all support is in place. The progress will be monitored by them alongside Teaching Assistants and possibly Outside Agencies. A record of their support will be managed by the SENCo. The support process will involve the following;




Looking at a range of work from across the curriculum, assessments will be made to see the levels your child is working at.

Observations by school and support staff.






Target Setting

SMART targets (Specific, Measurable, Achievable, Realistic, Time) will be generated from evidence collected by assessment. The National Curriculum, PIVATs and EYFS Curriculum will be used to support the target setting.






Social Interaction


Support Strategies

A range of different strategies will be put in place to support the individual targets of your child. This will take place in or out of the classroom. The SENCo, class teacher, teaching assistant or SEN 1:1 assistant may work with your child to deliver the interventions.

Classroom support

Small group work

1:1 work

Agency support

Learning Mentor



You will be invited to your child’s review once every full term. At the meeting targets will be reviewed and achievements discussed. Information from home is shared. New targets are set and further strategies suggested.




New targets



How will the curriculum be differentiated to meet the needs of my child?


At Manor Leas Infant School all learning is matched to the appropriate level to support and challenge the individual needs of the children. This may mean within one class there can be many different levels of differentiation.


Support within the classroom can include;

  • Use of ICT to support learning and record ideas
  • Use of visual prompts and pictures on timetables and displays
  • Use of talking partners, mixed ability groups and adults to discuss ideas
  • Use of concrete apparatus to support learning practically
  • Use of enrichment weeks to focus learning and enthusiasm on a particular topic
  • Use of pre-learning so children are aware of key points prior to the lesson


At some point children may need further support to access areas of learning they find more challenging. Here the children will receive particular types of focused intervention. This level of support is tailored to the specific individual in a particular curriculum area. Following this intervention programme over a series of weeks allows children to access learning at their appropriate stage and make progress.


How will school monitor my child’s progress?


The SENCo will have the responsibility of managing the provision in place for children with Special Educational Needs. They will monitor this intervention through careful updating and analysing of the school’s Provision Map. This will take place every term. On the Provision Map will be:


  • The different types of intervention within the school
  • Who will be leading each intervention group
  • How often each intervention will take place
  • Outside Agency involvement – who and when
  • Termly assessment data to track the effectiveness of the intervention programmes


How does the school know how well my child is doing?


The achievements of all children at Manor Leas Infant School are tracked on a school data base. Each class teacher uses observations and assessments to make their judgements which are then added to the tracker.

The class teacher continually assesses each child on a daily basis. These assessments then inform termly assessments. Here the children’s strengths and any areas where further support or challenge are identified. As a school, we track children’s progress from entry in EYFS to end of KS1 (Year Two).


Children who are not making expected progress are identified at termly pupil progress meetings which take place between the class teachers, subject leaders and head teacher. In this meeting a discussion takes place regarding all individual children. The staff look at what they have achieved and whether they are on track to meet their individual targets. At times there may be children who will be identified as needing further support and/or challenge to aid their progress.


Any child may receive extra challenge or support as a result of the findings of the assessment data. However, this does not always mean they will require an IEP. Instead their progress will be closely monitored by the SENCo through the school provision map and the child will receive intervention specific to their area of need.


For those children who are supported by an IEP their progress is monitored throughout the year and at each meeting. If your child has not met the target, the reasons for this will be discussed with you. The target may then be adjusted into smaller steps or a different approach may be tried to support the progress of the child. If at this point your child is still finding reaching their targets difficult, outside agencies may become involved to support the progress of your child. If difficulties continue, a discussion may then take place about whether there is the need to apply for an EHC (Education, Health and Care) plan.


What opportunities will there be to discuss my child’s achievements?


We believe as parents you know your child best. We strive to ensure parents are as fully involved and informed as they can be. We promote positive relationships and welcome opportunities for feedback. At school we operate an open door policy where you are very welcome to make an appointment with the class teacher or SENCo to discuss your child and their progress. Other ways to find out more can include:


  • At IEP review meetings parents are invited to attend all meetings (at least 3 in a school year). Here we will discuss the progress your child is making linked to their individual targets. These targets are SMART targets. The expectation is that your child will achieve the target by the time we meet at each IEP review. At these meetings the school staff can offer practical strategies and advice as necessary for you to support your child at home.
  • At Parents Evenings there will be the opportunity to view your child’s work and meet with their teacher. We believe that a strong partnership with high levels of communication between parents and teachers support the education of all children.
  • A Home School communication book may be used when it is necessary to inform parents of how well their child is progressing in school. This may be linked to learning or behaviour. We encourage parents to write in this log book also and value the two way process.
  • If your child has more complex SEN needs then they may have an Education, Health and Care plan designated to their individual needs. This plan will be reviewed formally each year and a report will be written as a record.


Who will support my child in school?


At Manor Leas Infant School we have a very experienced and caring staff who will hard work to provide the appropriate support to meet your child’s needs. Outside Agency staff may be consulted to support the work staff are doing in school. The following staff may be involved in supporting your child;






Mrs C Smithers

Support observations

Arrange meetings with agencies

Lead IEP target review meetings

Update Provision Mapping

Liase with school staff


Whole School

Head Teacher

Mrs J Kirwan

Lead Pupil Progress Meetings

Analyse tracking data

Liase with parents and staff

Regular meetings with SENCo


Whole School

SEN 1:1 TA

Mrs C Rossington


Mrs Topliss

Work weekly with individual children with activities to meet specific targets

Lead specific programmes to support children

Attend target review meetings


Key Stage1 (Y1&Y2)

KS1 Class based TAs

Mrs Z Vinters

Miss S Ranyard

Mrs K Taylor

Mrs G Thomson

Mrs J Hayer

Work within the classroom with individuals on a 1:1 or small group basis

Support playtimes

Lead intervention groups – Phonics and Maths

Complete individual words and spellings

Support individual and guided reading


Key Stage1 (Y1&Y2)


Mrs A Ball

Mrs K Capeling

Mrs J Jackson

Work within the classroom with individuals on a 1:1 or small group basis

Support outdoor learning

Lead intervention groups – Phonics and Maths

Complete individual words and spellings

Support individual and guided reading



Learning Mentor

Mrs K Topliss

Leads Social and Emotional groups

Works with Pupil Premium children

Attendance support

Supports individual behaviour programmes

Leads intervention groups – Phonics

Parental support contact


Whole School

Midday Controller


Leads midday support staff

Supports behaviour at playtimes

Encourages social activities

Playground observations


Whole School

Business Manager

Mr D Tebbutt

Oversees and organises the budget, which includes the SEN budget


Whole School


Mrs Brunsden

Monitors attendance

Supports organisation of target review meetings



Whole School

SEN Governor


Mrs C Dillon



Regular meetings with SENCo and Head Teacher

Oversee SEN provision within school


Whole School


By having a designated SENCo and team of hardworking qualified staff we ensure that all children who have SEN have their individual needs met to the best of the school’s ability with the funds available. Using the school SEN budget we allocate Teaching Assistants to support children in class, during intervention and on a 1:1 basis where an EHC plan is in place. The budget is allocated on a needs basis.


What experience and training do those who support my child have?


All staff at Manor Leas Infant School are available and qualified to support all of the children. All staff have received training in the following areas;


  • Team Teach – Behavioural Management and Support
  • Safeguarding – Safety of children 
  • First Aid – some at Paediatric level and all others at Basic First Aid level


In addition to the above individual members of staff have received further training to meet the needs of their role in supporting the children in school. This has included;

  • ELKAN training 
  • Autism Awareness 
  • Higher Level Teaching Assistant 
  • National SENCo Award 
  • Coaching and Mentoring 
  • Behaviour Management 
  • Child Protection 

Who else may be involved in supporting my child?


If as a school and staff we feel additional support is required to help meet the needs of your child we work closely with the following outside agencies. Many of these agencies are bought in as a package of support.

These include;


  • Educational Psychologist – To support behaviour, learning, social and emotional needs. 

Includes meeting with parents, strategies to support class teachers and staff, classroom observations and support during the EHC application process. 

  • Speech and Language therapist – To support the process of learning sounds and words. To encourage learning new vocabulary and understanding of these new words. Includes working on a 1:1 or small group teaching basis, meetings with parents and support strategies for staff. 
  • Specialist Teaching Service - To teach and assess the progress of children with SEN. 

Includes meetings with SENCo to discuss needs and set targets, working on a 1:1 or small group basis teaching children and completing assessments as and when requested.


As a school and with your consent referrals to local practitioners can be made. This can include:


  • Paediatrician – for children up to the age of 7 – medical needs – waiting list
  • Optician – to organise eye tests and advice on eye problems
  • Physiotherapist – for gross motor skills support and development advice
  • Doctor – for any medical concerns that may be affecting the child as a whole


What is the pastoral and social support available in the school?


At Manor Leas Infant School we value all our children equally. We are an inclusive school and celebrate diversity. All staff promote high levels of self-esteem amongst our children. We believe that this then fosters positive attitudes to learning. All staff are involved in supporting and caring for your children.


To support the emotional well-being of all children a range of support networks are in place. These include;


  • The class teacher has the overall responsibility for your child and is the first point of contact. They deal with the pastoral, medical and social care of the children in their class on a daily basis. The class will take part in a weekly circle time assembly where any issues the children feel need discussing will be talked about together. The class have a worry box which is always available. The Learning Mentor checks this regularly and then will speak to children on an individual basis throughout the week depending on their concerns. 
  • Our school based Learning Mentor is available throughout the school day for parents and children to share any worries they may have. These worries whether social, emotional or behavioural are supported during designated time on a 1:1 or small group basis depending on the need. All matters remain confidential at all times.
  • The SENCo oversees all areas of support for all children. If further support is required the SENCo will be informed and further advice will be given. 
  • There may at times be the need to contact outside agencies outside of school. We work very closely with the Health Visitor, School Nurse, Educational Psychologist, Specialist Teaching Service, Speech and Language, Working Together Team and the Family Support worker.


What is the medical support available in the school?


If your child has a particular medical need then please inform the class teacher and we will ensure all staff are made aware as necessary. We have a policy regarding the administration of medicines. All parents should contact the school office and complete a medication consent form if medicine recommended by a health professional is to be administered by school. All medicines are stored safely and appropriately. Every dose given is overseen by two members of staff and recorded. 


All the staff at Manor Leas Infant School have a basic level of first aid training. Some staff also have the paediatric certificate of first aid. Should there be a specific medical need the school will seek advice form the appropriate professional and ask for training as required. 


What is the behavioural support available in the school?


As a school we have a positive approach to managing the behaviour of our children. All classes use the Sunshine Reward System. This is a clear reward system which is used by all staff and children. Behaviour both in and out of the classroom is rewarded and all staff are able to contribute to the positive system. 

After any behaviour related incident the child will be spoken to by a member of staff and have time to reflect on their actions. They will have the opportunity to discuss the reasons for their behaviour and suggest ways they could deal with these issues in the future. The Learning Mentor may work alongside the children to support their behaviour in or out of the classroom as required. 


If a specific child has a behavioural difficulty then the class teacher will seek the advice of the SENCo. If the behaviour requires further attention then a meeting will be set up with the parents and a discussion of next steps will be decided together. An Individual Behaviour Plan will be drawn up with targets stating ways to support the specific behavioural issue. From this, relevant support strategies will then be put in place and reviewed. It may be necessary to seek support from the school Educational Psychologist who will meet with parents and observe children as necessary.   


We believe that every child should have support for whatever their specific need and as a school we want to avoid exclusion at all times. By promoting high levels of attendance throughout the school we believe that all children can benefit from a routine within a safe environment. The attendance of every child is monitored by the office. If your child falls below our expectation of 93% then the class teacher will inform you and ask if there are any ways we can support you to achieve a higher rate of attendance. The office continues to monitor lateness and any absences. If the level of concern continues to rise the Educational Welfare Officer may be contacted as stated in our Attendance Policy.


How will my child be involved and able to contribute their views?


We feel it is important that both children and their parents are involved with all matters that may concern them during their time at school. A strong partnership between staff and families is encouraged at all times. Whilst at school the children have many opportunities to express their views. These can include;


  • The School Council – children will be invited to tell their class school council representatives about any issues they wish to be addressed in the next meeting. Feedback is then given to the class. 
  • IEP Reviews – children will discuss their current IEP targets and how well they feel they have met them with our SEN Teaching Assistant. This information is then feed into IEP meetings which we invite parents to attend. 
  • Marking and Feedback – as part of our marking policy we encourage children to look at their work with an adult when possible and discuss how they felt the task went. They then have the opportunity to reflect upon their learning and decide upon their next steps. 
  • Subject Leaders – staff will regularly talk to the children about how they feel their learning is progressing in certain subject areas. They will have the opportunity to celebrate what they have done well and decide upon what they would like to do next. 
  • Reports – children will have the opportunity to contribute their views about their learning at the end of year reports. A copy will be sent home to parents. 


How will my child be included in activities outside the classroom including school trips?


All children at Manor Leas Infant School are given the opportunity to access the whole of the school curriculum. As part of our enriched curriculum we aim for all children to be included on school trips. Our range of trips include visits to woodland, farms, castles and the seaside. We also offer a residential trip to Rand Farm Park in Year Two. If required we will provide the necessary support to ensure that all children are able to participate in these visits. When necessary we may ask you to accompany your child to support their individual needs during the educational visit. 


A thorough risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. As part of this document individual needs will be addressed and noted. These may include behavioural or medical needs. A paediatric first aid trained member of staff will be included as part of the team leading the trip. 


All children are invited to attend the range of after school clubs we offer. Children from EYFS through to Year Two will have the opportunity to take part in a range of clubs including those led by external coaches. 


How accessible is the school environment?


In order to support your child should they be in a wheelchair we offer a school site that is all on one level. The main entrance has a ramp and an automatic door to allow wheelchair access. There is a wheelchair accessible disabled toilet which is large enough to accommodate a shower and changing. 


To support children with English as an Additional Language (EAL) we have a range of books written in the home language and a variety of signs around school welcoming children in world languages. One of our TAs has designated time to work with children with EAL across the school as part of a small group. 


How will the school prepare and support my child when joining the school?


As parent school partnerships are important we encourage all new children to visit our school with their parents prior to starting the following September. At this point they will be given a tour of the school and classrooms and an opportunity to meet many of the school staff. 


In the Summer Term (June/July) the children will be invited to attend a series of taster sessions. Here they will spend time in their new classroom with their new teacher and class mates. They will be given a photograph book all about Manor Leas Infant School to take home and talk about in order to familiarise themselves with their new surroundings and staff. There will be a Welcome Meeting where all new parents are invited to meet their child’s new teacher, familiarise themselves with the school and find out more about the day to day routines.


For children with SEN we would encourage further visits to assist with the transition to their new surroundings. The EYFS staff will also visit the children in their Pre-School settings and discuss any important matters that may arise. The SENCo will attend the current IEP meetings at the Pre-School alongside their staff and parents. Parents are welcome to arrange meetings with school staff and the SENCo to discuss any transition concerns they may have.  


How will the school prepare and support my child when transferring to a new school?


Many of our children will be used to moving classes throughout their years at Manor Leas Infant School. At this point the class teachers meet with each other and discuss each child individually. Any medical, behavioural or social issues that require further support are noted and IEP targets are shared. The children will then spend a day in their new KS1 class with their new teacher and teaching assistant. Parents are invited to meet with their child’s new class teacher on the afternoon of their child’s visit. This allows parents to discuss any issues which they feel the new teacher needs to know and familiarise themselves with their child’s new class.


Most children only prepare to leave us for a new school at the end of Year Two. Here the majority of the children go to Manor Leas Junior Academy, which is located on the same site. Some children however do choose to transfer to other local primary schools. Whichever school the children decide to move on to we arrange a series of visits and activities to work alongside their new school. If required we organise a series of extra visits for those children whom we feel are a little more vulnerable. This will often include those children with SEN. 


A meeting will be held between the Year Two and the Year Three teachers where every child is discussed in detail. The SENCo will meet with the new school SENCo and discuss those children who will need extra support via their IEP. The SENCo will hold final IEP meetings where the SENCo from the new school will be invited to attend alongside their new class teacher and parents. Here any targets are reviewed and the opportunity is given to discuss any concerns there may be. 


We like to liaise closely with staff and parents at this transition time as it can appear very daunting for all children. When both receiving and transferring children to different schools we ensure that all relevant paperwork is passed on and all needs are discussed and understood.


How can I be involved in supporting my child?


We believe that home school partnerships are important. Therefore we will support parents as much as we can to provide opportunities to continue children’s learning at home. Advice will be given at Parents Evenings and when asked for during meetings with class teachers. If your child has an IEP then advice will be discussed during these meetings and ideas noted on the plan.  

Some useful ideas are:

  • Play a range of memory, spelling, word and number games
  • Use suitable websites to support learning in school
  • Listen to your child read whenever possible and support their question answering skills
  • Use visual strategies and timetables to support routines including bedtime and behaviours
  • Take your child on a day trip and make a scrap book to discuss what they have done


If your child has medical needs you can arrange appointments with your GP and ask for referrals to a range of services including Paediatrics. Ensure that your child has regular eye sight tests and hearing checks. Keep the school up to date with any medical issues that may arise and you may need support with. 


Who can l contact for further information?


  • Manor Leas Infant School

All staff at Manor Leas Infant School are available to support you and your child during their time with us. However the first point of contact would be your child’s class teacher should you need to share any concerns. You could also arrange a meeting with Mrs Kirwan (Head teacher) or Mrs Smithers (SENCo) should you need to discuss matters further. 

  • Local Authority

Lincolnshire County Council have published their own Local Offer informing parents and professionals what they will offer. This can be found at; or

They can also offer support from Parent Partnership; 

  • Outside Agencies

Many outside agencies now exist to support families with a range of SEN issues. These can include;

The National Autistic Society -

PAACT Autism Support –

Lincolnshire ADHD Support –

Family Action Support –



Who should l contact if l wish for my child to join the school?


As a school we welcome all parents and children to come and visit. Please contact Mrs H Brunsden on 01522 681810 or email


An appointment can be made to visit our school and discuss your child’s needs. You will be shown around the school and have time to meet with the relevant member of staff to talk about you and your child.