The Manor Academy

Manor Academy

Through challenging aspirations we are going to inspire each child to succeed in a high-achieving and caring environment. Every child’s happiness, today and in the future, is at the centre of everything we do. Through an inspirational curriculum we aim to ensure equality throughout their experience by giving each child a powerful voice and ensuring we provide excellent learning opportunities for all.


Last Updated

Record Last Updated On:

Contact Details

Contact Name
Katie Herrera Olsson
Contact Position
01623 425100 01623 425100
The Manor
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Where to go

Manor Academy
Park Hall Road
Mansfield Woodhouse
NG19 8QA
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Time, Costs and Availability


Age Ranges
11 - 18 years
Referral Required?
Referral not required
Additional Local Offer Information

Local Offer


We are an inclusive school who endeavour to support children with a variety of needs.

Contact Name
Katie Herrera Olsson
Contact Telephone
01623 425100
Contact Email
Download more Local Offer details for The Manor Academy here...

Schools Extended Local Offer Response

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

All children deserve a fair start in life and the Academy is committed to giving every student the opportunity to reach their full potential.

Our aim is to offer a broad, balanced curriculum personalised to the needs of every student.  Some students will need additional support to grow as successful, confident learners, this support will not be limited by background, gender, age, race or culture.  The Academy is committed to inclusive learning and we will meet the needs of all students identified with a special educational need or disability, firstly through high quality teaching, then if necessary through targeted support and intervention.

Manor Academy makes provision for many students with special educational needs and disabilities (usually abbreviated to SEND), which is a term that is used to encompass a wide range of needs.

A student has SEND if they:

  • have significantly greater difficulty in learning than the majority of children of the same age
  • have a disability that prevents or hinders them from making comparable use of Academy facilities or resources as other children of the same age.

Nottinghamshire County Council's Children, Families and Cultural Services department manages provision for young people with special educational needs and disabilities, which includes making provision for:

  • autism;
  • behavioural, emotional or social difficulties;
  • hearing impairment;
  •  multi-sensory impairment;
  • physical difficulties;
  • severe and complex learning difficulties and disabilities;
  • specific learning difficulties;
  • speech, language and communication needs; and
  • visual impairment.
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?

We anticipate good progress in learning can be achieved during lessons for the vast majority of students though high quality teaching.  However, the Manor Academy makes additional resources targeted to ensure good progress is made for students with SEND.  This is used to provide the following forms of support.

Differentiated Work 

All members of staff, in every lesson, are expected to have an understanding of all student needs within that class and to differentiate their lesson accordingly to allow all students to access work, to progress and to achieve.

Pupil Passports are shared with all teaching staff at the Academy and identify a child’s barriers to learning and suggest strategies that will help to support their education. They are evaluated every term to ensure that strategies are effective, are up to date, and that a student’s needs are being met across all lessons.

Learning Assistants 

Learning Assistants support teaching staff in lessons in a variety of ways. They may work with students on a one-to-one basis, in small group activities or through helping to differentiate work for students. They are trained in working with students with SEND.

Learning Assistants are allocated to students and classes on a need basis.

They are judged effective if they are able to support and facilitate a students’ learning needs. They are observed at least once per year to ensure that they are able to carry out the role effectively.

Alternative Providers 

Alternative provision is used only in exceptional circumstances where it is viewed that a child’s needs are unable to be effectively met within school provision. The school does not use externally commissioned provision except in exceptional circumstances.

At the beginning of any alternative provision programme targets are clearly set and are monitored regularly to ensure that the provision is having the intended effect.

1:1 support 

One-to-one support is provided on a limited basis for students where intensive intervention is required or where support is required on a personal basis.

This support will be evaluated by the member of the Development team delivering the support and will be judged against a student making progress in an identified area.

Small Group Work 

Small groups are used in various areas of the Academy. Learning Assistants may sometimes work with small groups in conjunction with a teacher. Small group intervention sessions are also run by members of the Flourish Development Team and include working with students with ASD, dyslexia and literacy difficulties.

These groups are allocated on a needs basis and are usually selected following the analysis of progress date.

These groups will be judged effective against set progress criteria identified at the start of the programme.

Support Mentors

A support mentor acts alongside a student’s Academic Mentor. They will meet regularly with their mentee to provide an extra level of care and guidance. This may take the form of liaising with teaching staff, sharing expert knowledge, working on interventions or extra support in a small group or one-to-one basis and through mentoring meetings to talk through issues. It is expected that Support Mentors meet their support mentee at least once per half-term and that all relevant school staff and particularly parents are kept regularly informed of progress, needs and support strategies. Meetings may be held more regularly, dependent on need.

In addition to this we also provide a number of forms of additional support available through parent/student Choice.

Breakfast Club 

Students may attend a breakfast club in the mornings in the café by invitation. Parents may request a place through the Academy SENCo.

Homework Club

There are a number of homework clubs operating across the Academy which are open to all students. These can be subject focus or general in the Learning Centre.

If you think your student might need extra provision, please contact Katie Herrera Olsson -

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

The Academy has a range of highly qualified staff with knowledge, skills and expertise in working with students with various Special Educationa Needs. The school Deputy SENCo co-ordinates the provision for students with SEND across the Academy, ensuring that students needs are identified and specialist support can be put in place where necessary.

Our programmes of bespoke Continuing Professional Development (CPD) ensures that staff within the SEND Team are constantly able to attend training and courses providing them with up to the minute understanding and strategies to help meet the needs of all students. Furthermore, the team share this expertise and knowledge of up-to-date best practice with all staff on a regular basis, to ensure that in-classroom provision is as good as it can be.

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?

Through our support mentoring system, we are able to monitor the progress and wellbeing of all students with SEND and to put in further interventions and support wherever necessary. This may be in the form of small group intervention sessions, one-to-one support in a certain area or through support within the classroom from one of our excellent Learning Assistants. Our ongoing review of Pupil Passports ensures student support from teachers is effective in class.

We give you information on your child’s progress towards their expected grades through Progress Reports, Celebration assemblies and SEND reviews.

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

The Manor Academy is an inclusive school and we endeavour to ensure that all children are supported to experience the full and diverse range of subjects across the curriculum.

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

he Academy is committed to ensuring that its most vulnerable students have access to a curriculum that is ambitious but at the same time fit-for-purpose to meet their needs on an individual basis. As an inclusive school, we ensure that the vast majority of students are supported in mainstream lessons using a comprehensive pupil passport system to allow teachers to plan and deliver effective differentiation and support within their lessons. Students with SEND are further supported by a SEND mentoring system which allows them to be supported throughout their time in school.

Our students with SEND are supported and guided to an appropriately challenging curriculum on an individual basis, with a ‘pathway 3’ option involving a wide range of vocational options. To ensure that students with SEND are given access to a broad and balanced curriculum offer, all students are given choices around the subject options they take and all students complete a full progress 8 suite of courses. For students who are not able to access mainstream education, a ‘pathway 4’ range of subjects is followed by students in the Manor Alternative Provision, which allows them to access a range of GCSE level courses, including English, maths and science and vocational options.

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

Support is put in place on a needs basis in relation to support capacity. Where students are funded for support, the Academy will always ensure that this support is put in place in full as first priority. Following this, decisions are made based on the opinions of teachers, learning support assistants and the SENCO based on observations, conversations about students and data analysis of progress. When it is deemed necessary that a child receives extra support, decisions will be made following meetings with relevant members of staff who will determine the nature and frequency of support.

The Academy believes in building student independence and all support is based on supporting this.

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

The Academy wants all students to have access to a huge range of inclusive enrichment opportunities.

There are a variety of sports, interest and educational clubs available to students out of school.

Curriculum Visits – All curriculum areas provide students with exciting visit opportunities throughout the year. All students are able to attend these trips.

Enrichment Visits – There are a variety of enrichment visits available to all students over the year. These come at a cost to parents.

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

The Academy has a clear system for wellbeing and care. All students have a Tutor, a Pastoral Support Officer and a Head of Year. Support and intervention are put in place according to need.

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.

Katie Herrera Olsson is the SENCO at the Manor Academy, contact her on 01623 425100 or e-mail

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

The SENCO has the National Qualification for SEN Co-ordination. The SEND team are continually provided with CPD based on student needs and SEND information.

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

The Academy works in partnership with several outside agencies, accessed when necessary and again based on need: CAMHS are referred to for emotional health and wellbeing support. There are several other agencies that are accessed by the institution, again based on need. 

The school works with the NCC SEND team to provide support.

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

The Manor Academy is a large but accessible campus open to all students.

Access is ramped to all ground floor classrooms and whilst some upstairs classrooms are inaccessible to those with physical disabilities, there is a lift in one area. Lessons will be roomed to allow all students to fully access their learning environment with all other students in the classroom. There are two modern fully automated disabled toilets situated at both ends of the school.

Wheelchair users can access all areas of the site freely and easily as every area is accessible via ramps. Unfortunately we do not have automated doors in any area, so although they may be wheelchair access friendly, support may be needed in opening doors. Some upstairs rooms are inaccessible but timetabling of rooms will ensure that no wheelchair user or the class that they are in would be expected to be anywhere not easily accessible.


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?

The Academy will review the progress of children with SEND three times per year. The parent will always be invited to all review meetings. Parental and student feedback will be sought in all meetings.

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

Children with SEND will be consulted and involved in their educational provision three times per year in review meetings, as well as speaking to learning assistants on a weekly basis as their mentees.

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

If you have any comments, complaints or queries about the Manor Academy SEND provision, please contact The school complaints procedure can be found on the school website.

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?

The governing body is committed to ensuring all students receive the very best support by working in partnership with a range of other agencies, services and organisations from across the health, care, education and voluntary sectors. Through these partnerships the academy has access to counsellors, therapists and range of specialists to ensure that all students have the support needed to be the best they can be.

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

The Academy will refer parents to specialist agencies if they feel that support would be beneficial and relevant. There is a directory of SEND services available that can be sent to parents as and when necessary.



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

The Academy mentor system ensures that all students have necessary support and someone to speak to. Tutors will also support with this. The Academy has a clear induction procedure and students with SEND are entitled to extra transition days if the need is relevant. The Academy will also be involved in outreach meetings with other primary schools to ensure positive induction in Year 7. When a child joins mid year transition arrangements will be organised according to need.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

We hold numerous transition events towards the end of the school year for all students coming up to Manor Academy. There is extended transition available for students with SEND, arranged according to need by the SENCo, Katie Herrera Olsson, and the Deputy SENCo, Anna Barker.

iii) Prepare for adulthood and independent living?

All students have PHSE built into the overall curriculum – this deals with many areas of preparing for adulthood and independent living.



13. Where can I access further information?

For futher information, visit our website

SEN Information Last Updated On: 11/10/2023


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