The Manor Academy is an open, forward thinking, innovative academy offering state-of the-art facilities, high standards of education, a trailblazing curriculum and an upbeat learning environment for all students.
The Manor Academy
Who to contact
Where to go
- Manor Academy
Park Hall Road
- NG19 8QA
- Age Ranges
- 11 - 18 years
- Contact Name
- Chris Hudson
- Contact Telephone
- 01623 425100
- Contact Email
- Local Offer Age Bands
- Secondary (11-16 years)
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 any 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:
- 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 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.
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.
Student Individual Education Plans 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 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.
We use a variety of outside providers, including alternative provision centres, Tryline (an outdoor learning programme) and one-to-one tutors.
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.
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.
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.
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 week and that all relevant school staff and particularly parents are kept regularly informed of progress, needs and support strategies.
In addition to this we also provide a number of forms of additional support available through parent/student Choice.
Students may attend a breakfast club in the mornings in the café by invitation. Parents may request a place through the Academy SENCo.
The library is available for students to use before school (8am-8.25am) at lunchtimes and after school (2.30-3.30). There are also reading clubs open to all students.
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 Chris Hudson, email@example.com.
- 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 SENCo and the two Higher Level Learning Assistants co-ordinate 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 Flourish Development 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 unique support mentoring system within the Flourish Strand, 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 provision mapping of student support also allows us to ensure that support in class is targeted to where it is needed most.
We give you information on your child’s progress towards their expected grades through Progress Reports, Celebration Evenings and Personal Challenge Meetings incorporating your child’s IEP (Individual Education Plan) review.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
All of the curriculum is open for all students. Your child will be supported to choose a pathway though the different learning challenges on offer in order to achieve the qualifications they desire. When entering the Manor Academy, all students will take part in the exciting New Basics course having a place in one of the three school ‘Pods’ – Adlington, Ennis and Hoy, on completion of Year 7 they will be able to make a ‘stage not age’ decision on how to progress in consultation with the New Basics staff and their mentor.
From Year 8, students will be on the Manor Expressway, which is divided into Stage 1, 2 and 3. Following the New Basics year, some students will move on to a Stage 1 course in preparation for GCSEs, whilst others may be able to move straight onto a Stage 2 course where they will embark upon a GCSE course. The school year is divided into two Semesters, one that runs from September to February, the other that runs from February to July.
At the end of each semester students are able to review their choices and to progress through the Expressway. When they are considered ready, students will move onto Stage 3 courses and will begin the final stages of the GCSE course in preparation for sitting the subject exam; this can happen at any time as we work on a purely ‘stage, not age’ basis, however, by the end of Year 11 all students will achieve at least two qualifications from each strand. The four Strands are Discovery (Science and Technology), Enigma (English and Maths), Strive (PE and Performing Arts) and Voyage (Humanities and Languages). At any one time, every student will be taking part in two options from each strand.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
At the Manor Academy we believe in an inclusive curriculum where students are able to experience all subjects in mixed ability, stage not age classes. We strive to provide excellent specialist teaching for students with SEND throughout the Manor Expressway thorough the sharing of student information to all staff, identifying barriers to learning and sharing positive strategies for supporting that student in lessons. All teaching staff have access to extensive information and support materials enabling them to personalise learning and to differentiate effectively. Alongside this, our CPD programme delivers regular information and support for various Special Educational Needs.
- 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.
- 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, but financial help can sometimes be obtained for Pupil Premium students.
- 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 Squad Leader and a personal mentor who will take a lead on pastoral matters. Furthermore, when needs are recognised the Academy’s wellbeing team and Learning Assistants can provide extra support.
- 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.
Chris Hudson is the SENCO at the Manor Academy, contact him on 01623 425100 or e-mail firstname.lastname@example.org.
- 5. a) What training have staff supporting special educational needs had and what is planned?
The SENCO is studying for the National Award for SEN leadership, learning assistants have access to internal and external CPD which covers a variety of SEN issues.
- 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.
- 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.
EAL students benefit from a lunchtime club tailored to their needs and from support from Flourish.
- 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.
- 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 email@example.com.
- 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. Squad leaders 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 numerour transition events towards the end of the school year for all students coming up to Manor Academy, we alos hold a 5 day summer camp aimed specifically at SEND students to help interract with their new classmates and get to know the site and staff.
- 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 www.themanor.notts.sch.uk.