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SEND Information Report

Manor Leas Infant School

Special Educational Needs and Disabilities (SEND) Information Report 2022/23


This SEND information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

  • Part 3 of the Children and Families Act 2014, which sets out the schools responsibilities for pupils with SEN and disabilities;
  • The Special Educational Needs and Disability Regulations 2014, which sets out schools responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCo's) and the SEN information report. 


Mrs Simeoli is our SENCo and can be contacted via the school office or at 


Lincolnshire County Council publish their own Local Offer informing parents and professionals what they offer. This can be found at


Identifying Special Educational Needs


"A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for him or her" (Special educational needs and disability code of practice: 0 to 25 years).


At Manor Leas Infant School we identify pupils as having SEN in a variety of ways including:

  • Liaison with parents/carers prior to the child starting school;
  • Liaison with nurseries, pre-schools or schools prior to the child starting at or transferring to our school;
  • Looking at data from daily and termly assessments made by the class teacher;
  • Observations made by adults working with your child;
  • Talking to the child on a 1:1 basis to see if they feel they have any needs or concerns;
  • Concerns raised by adults in school over behaviour or self-esteem affecting attainment;
  • Liaison with outside agencies;
  • Concerns raised by parents.


What should I do if I think my child has SEN?


  • Make an appointment to speak to your child's class teacher;
  • The class teacher will discuss the current level your child is working at and/or identify the current needs they have observed;
  • Further observations of your child will take place and a range of evidence will be considered;
  • If it is felt that further action needs to be taken, following discussion with yourself your child may be placed on the Special Educational Needs Register. An Individual Support Plan (ISP) will then be put together, identifying specific targets, which will be shared with you and your child.


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 assessing the child's needs, planning support, providing that support and then reviewing the impact of that support.



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

Observations will be made by school and support staff. 


SMART targets (Specific, Measurable, Achievable, Realistic, Time based) will be generated from evidence collected by assessment. The National Curriculum and the EYFS Curriculum will be used to support the target setting, along with advice from outside agencies where they are involved.


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 class teacher, teaching assistant, SEN 1:1 assistant or learning mentor may work with your child to deliver the interventions.


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.


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 pre-learning so children are aware of key points prior to the lesson;
  • Use of over-learning so children are given the opportunity to revisit areas that they are unsure about.


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.


The role of our SENCo


The SENCo has the responsibility for overseeing and recording 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.

The Provision Map includes:


  • Whole school map of needs;
  • Outside agency involvement;
  • Interventions within the school (Types of intervention, who is leading it and how often);
  • Termly assessment data to track the effectiveness of the intervention programmes.


How will school monitor my child's progress?


Your child's progress will be monitored in a variety of ways:

  • The Headteacher and Senior Leadership Team regularly monitor provision in classrooms by observations, looking at children's work, talking to children and monitoring progress;
  • Each full term, your child's class teacher will be involved in pupil progress meetings with the Headteacher. Any concerns regarding a lack of progress will be identified and additional support put in place to address this;
  • Each full term you will be invited to a review of your child's Support Plan; this may be at a Support Plan Review Meeting or at Parents Evening;
  • Any intervention groups that your child is involved in will be monitored by the class teacher and SENCo for their effectiveness. If it is felt they are not having sufficient impact, alternative interventions will be considered.
  • The child’s voice is very important to us. We will talk to your child about their targets and/or their learning and use this to help inform our understanding of your child’s progress.


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:


  • Parents are invited to attend all review meetings (at least 3 in a school year). Here we will discuss the progress your child is making linked to their individual targets. The expectation is that your child will achieve the target by the time we meet at each 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 work hard 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 within school;






Mrs R Simeoli



Day to day responsibility for operation of SEN policy.

Supports observations.

Arranges meetings with agencies

Leads ISP target review meetings.

Updates Provision Mapping and tracking grids.

Liaises with school staff.



Whole School

Head Teacher

Miss C Turner

Leads Pupil Progress Meetings

Analyses tracking data.

Liaises with parents and staff.

Regular meetings with SENCo.

Overall responsibility for provision and progress of learners with SEN and/or a disability.



Whole School

Teaching Assistants

Mrs K Capeling

Mrs D Hutchinson

Mrs S Booth

Miss S Ranyard

Mrs J Hayer

Miss S Ranyard

Mrs Z Vinters

Mrs H Pridmore



Work within the classroom with individuals on a 1:1 or small group basis under the direction of the class teacher.

Support during playtimes.

Lead small groups in classroom learning.

Lead intervention groups.

Support individual and group reading.



 (EYFS, Y1&Y2)

1:1 TA

Miss K Elsom

Mrs L Butt

Mrs A Ballaam

Miss K Walsh

Mrs H Hinson


Work daily with individuals on a individual or small group basis.


Whole School


Mrs D Hutchinson

Miss S Ranyard


Supports social and emotional groups.



Whole School

Midday Controller

Mrs J Berry


Leads midday support staff.

Supports behaviour at playtimes.

Encourages social activities.

Playground observations.



Whole School

Senior Administrator 

Mrs H Brunsden



Oversees and organises the budget, which includes the SEN budget.




Whole School

Administrative Assistant

Mrs M Dickinson


Monitors attendance.

Supports organisation of target review meetings.



Whole School


SEN Governor 

Mrs C Rossington



Regular meetings with SENCo and Head Teacher.

Oversees 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 safeguarding training. The majority of staff have received training in the following areas;


  • Team Teach – behavioural management and support
  • 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;

  • ELKLAN training;
  • Autism Awareness;
  • Higher Level Teaching Assistant; 
  • National SENCo Award; 
  • Coaching and Mentoring; 
  • Behaviour Management; 
  • Child Protection; 
  • ELSA training;
  • Attachment awareness training;
  • Braille training;
  • Mobilise Emotional Health and Wellbeing training;
  • Mental Health First aid;
  • Early indications of Dyslexia and Phonological Awareness training;
  • Medical training including Epilepsy and Stoma care;
  • Visual Impairment awareness.


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. This involvement would only take place with your consent.


These include:

  • Educational Psychologist – supports behaviour, learning, social and emotional needs. Includes classroom observations, meeting with parents and offering strategies to support class teachers and staff;
  • Speech and Language therapist – supports the process of learning or producing sounds and words. Includes assessments and reviews on a 1:1 basis, meetings with parents and provides a programme of support for home and school;
  • Specialist Teaching Team - assesses the needs and progress of children with SEN, through completing assessments on a 1:1 basis. Supports staff and parents with targets and strategies;
  • The Working Together Team - supports schools and children who find the classroom environment a challenge with a focus on social communication difficulties;
  • Paediatrician – assesses children with medical needs where there are significant concerns regarding meeting those needs in school;
  • Physiotherapist – for gross motor skills support and development advice. Referral to this service generally comes via the family GP or Community Paediatrician; 
  • Doctor – for any general medical concerns that may be affecting the child as a whole;
  • ASKSALL- a helpline for SENCO’s to access for guidance on support for children with SEN.
  • BOSS (Behaviour Outreach Support Service) - supports school with whole-school behaviour practice and works with individual pupils where appropriate
  • A Different Angle - a counselling support service which supports individual pupils and families through theraplay, therapeutic intervention
  • Now Choose You - Occupational Therapist support which supports with the identification of sensory needs
  • Need Bright Solutions - a behavioural consultancy service which supports school with whole-school behaviour practice and with individual pupils where appropriate 


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 child.


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


  • The class teacher who 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;
  • Our school based ELSAs who support children with social, emotional or mental health  needs. 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 who oversees all areas of support for all children. If further support is required the SENCo will be informed and further advice will be given;
  • The Mental Health First Aider who has been trained in indicators of mental health conditions in children and young people and support strategies for these;
  • The PE coordinator who factors Mental Health and Wellbeing into the PE provision and plans. This includes feedback from the mobilise Emotional Health and Wellbeing course and implementing the NHS five ways to wellbeing;
  • Support and advice from outside agencies. We work very closely with the Educational Psychologist, Specialist Teaching Service, Speech and Language Team and the Working Together Team as well as accessing support through the ASKSALL SENCO helpline.


What is the medical support available in the school?


The school recognises the need to support pupils with medical conditions. We ensure full access to the curriculum, including school trips and PE lessons. Some children with medical conditions may be disabled. Where this is the case, the school will comply with the Equality Act 2010. Some of these children may have special educational needs and may have an EHC Plan which brings together education, health and social care. Here the specific plan outlined will be followed with due regard to the SEN and Disability Code of Practice. 


Children who require medicine during their time in school will follow the Administration of Medicines in School Policy. Parents are responsible for supplying the child's individual prescribed medication on a daily basis. All staff are aware of this and the designated First Aider ensures all general medical supplies are kept up to date. 


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 from 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. Our ELSAs 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 Support 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 an Educational Psychologist or other outside agencies who may 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;
  • ISP Reviews – children will discuss their current ISP targets and how well they feel they have met them with our SEN Teaching Assistants. This information is then feed into ISP 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 in their 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 and castles. 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. No pupil is ever excluded from taking part in activities because of their SEN or disability. 


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. 


ICT equipment including iPads are available throughout the school. All classrooms are equipped with Interactive Television Screens. 


To support children with English as an Additional Language (EAL) we have a range of books written in a number of home languages and a variety of signs around school welcoming children in world languages.


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. Where possible, the SENCo or EYFS Lead will attend review 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 class or 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 ISP 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 ISP. The SENCo will hold transition meetings in the final term 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 ISP 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 that you may need support with. 



In the event of a pandemic such as that of COVID-19 where there may be periods of school closures or impacts of government advised restrictions, we will ensure to continue to support families and children with SEN. This may mean some changes to usual provision or support as below:

  • In the event of whole school closures following government guidance, children with an EHCP will be invited to attend school as usual;
  • In the event of class or year group bubbles closing due to a positive case of COVID-19, children will be provided with home learning activities set by their class teacher through Google Classroom. Learning assigned to children with SEN will reflect the targets on their Individual Support Plans and will be differentiated to suit their needs. Class teachers and TA’s will make regular contact with all families to offer support and guidance;
  • SEN reviews will take place virtually. This may be through zoom or via a telephone call and will be undertaken by the SENCO, class teacher or both together. This may also mean that additional time is allowed during parents evening slots to allow for the review of SEN targets;
  • Parents/carers are still welcome to arrange a meeting or discussion with their child’s class teacher or the SENCO if they have concerns over their child’s learning, development or any other needs. This may be done via Zoom / Microsoft Teams or a phone call;
  • Outside agency support may be limited. Many outside agencies will offer support via video or phone call as opposed to coming into school.


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 Miss Turner (Acting Head teacher) or Mrs Simeoli (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;

Support can also be found through Liaise at

  • 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 Lives -


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 the school office 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.