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Manor Park Infant and Nursery School

Manor Park is an Infant and Nursery School situated in the village of Calverton and is a feeder school to Sir John Sherbrooke Junior School, also in Calverton

Who to contact

Contact Name
Miss Stefanie Hanson
Contact Position
Head Teacher
Telephone
0115 965 2472
0115 9652472
E-mail
office@manorpark.notts.sch.uk
Website
www.manorparkcalverton.co.uk

Where to go

Address
Manor Park Infant & Nursery School
Flatts Lane
Calverton
Nottingham
Nottinghamshire
Postcode
NG14 6JZ

Time / Date Details

When is it on
Open Monday to Friday 8:50am until 3:30pm

Other Details

Local Offer Localoffer flash icon

Contact Name
Stefanie Hanson
Contact Telephone
01159652472
Contact Email
office@manorpark.notts.sch.uk
Links
Local Offer
Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

·        The school supports pupils with a wide range of needs including:

 

  • Autistic Spectrum Disorders (ASD) 
  • Physical and Sensory needs including visual and hearing impairments,
  • mobility needs including pupils who are wheelchair users
  • Specific Learning Difficulties including dyslexia and dyspraxia
  • Global Learning Difficulties
  • Attention Deficit Hyperactivity Disorder (ADHD) and 
  • Social, Emotional and Mental Health needs.

 

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

·        Pupil who may need extra help are identified by gathering information from parents and the pupils, education, health and care services and working closely with our feeder nursery settings to build a full picture of the pupil’s needs prior to their entry into the school.

 

During the course of their time in Manor Park we will continue to monitor the progress of all pupils in order to aid the identification of pupils with SEND as they may arise through the school year. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential and enable the school to put in appropriate support and review its effectiveness. This will be done by termly reviews and teachers liaising with the SENCO and Head Teacher through the school year to raise concerns.

 

If parents are concerned about their child then they can contact the Class Teacher/SENCO/Head Teacher on 0115 962472.

            

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

·         The provision for pupils with SEND is evaluated through tracking progress. Progress is monitored through both ongoing and termly assessments that help us evaluate the effectiveness of the provision. The school also takes feedback from staff, parents and pupils throughout the year for their views on this provision. The SENCO will monitor and evaluate aspects of our practice through the year and complete summary reports to Governors.

 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

·         The school will inform parents on a termly basis of the progress their child is making. This will take the form of 3 parents review meetings and 1 annual report. If a pupil is receiving SEN support then they will also have at least two reviews a year with the SENCO or Head Teacher to discuss how the needs of the pupil are being met within school.

 

3.c) What is the school's approach to teaching pupils with special educational needs?

·        The schools approach to teaching pupils with SEND is to follow the graduated response outlined in the new Code of Practice. (Details can be found in the school SEND policy.) Wherever possible the child’s needs will be met within the classroom with differentiation and high quality teaching. The child’s teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. 

 

3.d) How will the curriculum and learning be matched to my child/young person's needs?

·        The school will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum programmes of study are flexible enough to meet every child’s needs. No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion. The curriculum will be reviewed by Curriculum Leaders and Leadership Team.

 

3.e) How are decisions made about the type and amount of support my child/young person will receive?

·          I f it is decided that a pupil is not making progress through classroom differentiation and adaptation of teaching style then in discussion with the parent, school will look at how the pupil can best be supported within school. There will be a discussion around support with the parent, the pupil, SENCO and appropriate support agencies.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

·        Staff at Manor School value pupils of different abilities and support inclusion. Within the school, staff and pupils will be constantly involved in the best ways to support all pupils’ needs within the school. The school curriculum is regularly reviewed by Subject Leaders together with the Leadership team to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom. 

 

3.g) What support will there be for my child/young person's overall well-being?

·         Manor Park Infants School provides strong pastoral support for all pupils. Support is initially provided by the Class Teacher and TAs working with the pupil. Where appropriate or at times of particular need, additional support is provided by a specialist Teaching or Care Assistant working with the child on a one-to-one basis.

 

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

·        The people responsible for overseeing the provision for children with SEND is Jennifer Tatham (SENCO) and Carol Litowczuk (Head Teacher).

 

Both can be contacted on the school number 0115 9652472

 

5. a) What training have staff supporting special educational needs had and what is planned?

·        We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND.

 

The SENCO attends regular Family of Schools meetings to update and revise developments in SEND and Inclusion. The SENCO will attend the annual SENCO conference organised by the Local Authority (LA). Teaching Assistants (TAs) can access LA training put in place to develop their training needs and that of the school which is disseminated through the Springboard meeting.

 

5.b) What specialist services and expertise are available or accessed by the setting/school?

·        Termly Springboard meetings will be held at which requests for involvement with pupils from the Educational Psychologist Service (EPS) and Schools and Family Specialist Services (SFSS) including the Communication and Interaction Team, the Cognition and Learning Team and the Sensory Impairment team are made. These requests for referrals are taken back to the teams and decision are made by the services as to how best to support the school / pupil.

 

 The following services will be involved as and when is necessary:

 

  • Social Care
  • School Nurse
  • Community Paediatrician
  • Physiotherapy
  • Occupational Therapy
  • Physical Disability Support Service – Fountaindale
  • Physical Intervention (Managing Actual and Potential Aggression - MAPA

 

Parents/carers are part of the discussion around referring for additional support from other agencies and are kept informed about the outcomes of that involvement.

 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

 

The school has a range of specialist SEN facilities in place. (See Access Plan) These are:

 

 Physical environments

 

  • Chair lift
  • Disabled toilet and changing bed with hoist
  • Smooth entrances from the playground
  • Ramp to the front entrance and portakabin
  • Brightly coloured Handrail to front entrance
  • Wide doors to nursery and school
  • Handles on new doors which are advised by the LA
  • Wheelchair friendly doormats
  • Window blinds for anyone with visual impairment
  • Accessible storage for wheelchairs and walkers
  • Learning Support Assistants or auxiliary staff are employed as appropriate and realistic, to meet physical needs
  • Acoustic tiling - one classroom with lowered ceiling to support children who are sensitive to noise or partially deaf

 

 Assistive technology

 

  • Laptops and ipads have been applied for and are used by named pupils.

 

Increased access to the curriculum and assistance during examinations

 

  • Pupils who meet the criteria for extra time, a scribe or a reader will have access to these arrangements during assessments.

 

Attitudes

 

  •  We aim to challenge and develop the attitudes of ourselves as employees, parents, pupils, governors and visiting professionals.

 

 

 

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

Manor Park School believes that a close working relationship with parents is vital in order to ensure:

 ·         early and accurate identification and assessment of SEN leading to the correct intervention and provision

  • continuing social and academic progress of children with SEN
  • personal and academic targets are set and met effectively

We have formal and informal meetings to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs. If a parent has a concern, they can arrange additional meetings with staff if necessary.  In addition to this, we have an open door policy, where parents are invited into school in the mornings and can then discuss small issues with the classroom teacher or Teaching Assistants (TAs).

 In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The SENCO may also signpost parents of pupils with SEND to the Local Authority Parent Partnership service where specific advice, guidance and support may be required.

 If an assessment or referral indicates that a pupil has additional learning needs the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school’s SEND Governor may be contacted at any time in relation to SEND matters.

 

8. What are the arrangements for consulting young people with SEN and involving them in their education?

We consider each child and their needs on an individual basis. We endeavour to involve our children at every appropriate opportunity. Children are involved with target setting and work with teaching staff to develop the next steps of their learning or social development. Children can be invited to attend part of SEND reviews if we feel it is suitable for the child.

 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

If a parent or carer wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.
If the issue cannot be resolved, the parent can submit a formal complaint to the Head Teacher through the Complaints Policy.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

 

Governors support the Local offer. The school has a SEND link Governor and any SEND issues can be discussed at Governor Meetings.

 

 

·        

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

·        The SENCO / Head Teacher will give advice to parents and signpost to the Nottinghamshire’s SEND Local Offer.

 

There are many voluntary organisations supporting SEND. The SENCO maintains an up to date list.  Parents/carers will be given details of these groups on request or as appropriate.

 

 

 

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

Transition

At Manor Park School we have our own Nursery and an established working partnership with Sir John Sherbrooke  Junior School and a strong transition programme for transition at each stage from Home to Nursery and through School until transition to year 3 at the Junior School.

 From Home to Nursery:

  • The Nursery values any information that parents share about their child’s needs as they enter the nursery setting. Only with parent’s permission, sharing of information from other agencies can also be invaluable in ensuring a good start for pupils with special needs.

 From Manor Park Nursery and Pre-schools to Foundation Stage:

  •  The Reception class teachers liaise closely with the Nursery Staff and staff at any other pre-school settings to pass on information about specific children with SEND. If the needs are complex then the Head Teacher or SENCO will attend any review meetings.

 

  •  If appropriate, extra familiarisation visits in addition to usual transition arrangements will be made for children with SEND.

 

  • Prior to transfer, Manor Park will receive the SEND register for new entrants, detail of outside agency involvement, any programmes of work, examples of successful methods/approaches and all confidential files including each child’s individual records. This information will be held by the SENCO and shared with the class teacher.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

From Key Stage 1 to Key Stage 2:

  •  Staff from the receiving Junior school, Sir John Sherbrooke, (or other receiving junior schools) meet with the SENCO and Class Teachers at Manor Park to discuss any pupils with SEND that will be transferring up to them
  •  Information and details of outside agency involvement are passed onto the appropriate school
  •  Where appropriate, for children with a higher level of need, transition review meetings are held between Manor Park and Sir John Sherbrooke, and include the parent/s of the child so all necessary information is shared and the views of parents and the child are fully understood
  • Transition events are planned between the schools including a Year 3 transition parents’ evening
  • Sir John Sherbrooke staff, visit Manor Park to carry out additional work with SEN pupils to support transition
  • To fully meet their various needs on transition, additional visits for specific children are often arranged

 

13. Where can I access further information?
  • Further information can be accessed from the SEN Policy on the school website.
SEN Information Last Updated On: 25/09/2019
Record Last Updated On: 26/09/2019

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