SEND Offer

SEND Report September 2020

We are an inclusive school and teach a range of pupils with Special Educational Needs and Disabilities (SEND). These children are recorded on our SEND list and this is reviewed each term. Many of our SEND pupils have provision to support their needs in Literacy or Numeracy. We also currently teach pupils with a diagnosis of Speech and Language Needs, Autistic Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), Emotional and Social Needs and Specific Learning Difficulties. As of September 2020 we have 39 pupils on our SEND List; the majority at School Support Level and two with an Education and Health Care Plan.

Click to read the school’s SEND Policy 2021 and Equality Statement

All children are assessed on entry using the school’s system of baseline assessment. Identification of pupils with SEND follows a graduated approach. The class teacher together with the Special Educational Coordinator (SENDCO) will identify pupils with SEND. Together they will decide on any provision that is required which is additional to or different from that which normally occurs in class. A School Support Plan is drawn up in conjunction with all staff working with the child and with parents/carers. This sets out clear targets for the child and the outcomes to be achieved. It describes the type of support required and specifies who will deliver this and how often it will occur. It recommends how parents can help with their child’s learning. The targets on the School Support Plans are reviewed termly and shared with parents/carers. Targets will be amended and changed as necessary. 

Some pupils may qualify for and receive support from outside agencies or teachers from the Specialist Teaching Service. The local authority may grant an Education and Health Care Plan for pupils with long term and complex needs. The class teacher and the SENDCO track the progress of pupils with SEND each term using the school’s assessment system of Rising Stars assessment papers in Reading, Maths and Spelling and Grammar, along with other measures such as reading and spelling ages and 1:1 reading analyses. Parents/carers are consulted when a child is added to or removed from the SEND list.

The daily curriculum can be adapted to suit differing needs. All staff are responsible for the teaching of pupils with SEND.  Children are often grouped according to their needs so work can be differentiated for them and is accessible. Children can work independently or in a group or a pair within class, in a group supported by an adult inside or out of the classroom or with 1:1 support. Reading material may be simplified and writing frames used for those with literacy difficulties. Depending on the child’s needs, ICT programmes and spellcheckers may be used to support Maths skills, spelling and writing. Some pupils follow phonics, reading, comprehension or language programmes. Programmes recommended by the Occupational Therapist help develop fine and gross motor control.  Social skills groups, Time To Talk, NED sessions and Zones of Regulation schemes support pupils with behavioural, social and emotional needs. 

We work with the Woodlands Pupil Referral Unit to support behavioural needs and liaise with Community Paediatrics at Wycombe Hospital regarding diagnoses of some disabilities. We have also been supported by professionals from Psychology For Learning, Bucks Mind, CAMHS and Buckinghamshire Educational Psychology Service. We are part of the Trailblazer Mental Health Project established in Buckinghamshire schools and this means we have a trained link Educational Mental Health Practitioner who can work with pupils and their parents to support issues involving anxiety, worries and low mood. The type of support can vary and is dependent on the type of provision required for each individual child.

Manor Farm Community Junior School is located on a large and open site. The school is of an open-plan design with many rooms linking to each other and not many corridors. One Year 6 classroom is accessible via another classroom. Most of the classrooms are on one level. Some paths have ramps and rails to aid access. In our Entrance Hall there are low steps to enable access to the offices, staffroom, staff toilets and Year 3 classrooms. There are two toilets adapted for use by those with disabilities and one allocated disabled parking bay.

The school identifies training requirements for SEND as part of the School Development Plan. The SENDCO oversees the SEND training needs of all staff. Within the last year different staff in the school  have received training on ASD, behaviour management, Obsessive Compulsive Disorder, self- harm, mental health and well-being, reading and spelling. Sharing of knowledge and expertise is encouraged.

The SENDCO and class teachers will consult regularly with parents of pupils with SEND. Parents and carers are kept informed, both formally and informally, through Support Plan documents, multi-agency meetings, Parent/Teacher evenings, phone calls, letters and by conversations. The school encourages parents and carers to discuss any concerns regarding their children. This can be done through the class teacher in the first instance, and/or a meeting with the SENDCO. Pupils are encouraged to have a voice in their education. They assess their work using a traffic light system in daily lessons and respond to teachers’ feedback and marking. Pupils are involved in the process of reviewing their Support Plan each term and take part in Annual Reviews of Education and Health Care Plans.

A wide variety of agencies are available to work with the school to support children with Special Educational Needs. The school liaises closely with these specialists and works with them as they provide support within the school and also through the programmes they ask us to implement. The school refers and liaises regularly with the following services:

  • Educational Psychologists 
  • Educational Psychology Service
  • Psychology For Learning
  • Everlief Psychology
  • Educational Welfare Officer
  • Speech and Language Service
  • Occupational Therapy Service
  • Visual and Hearing Impaired Support Services
  • Child and Adolescent Mental Health Service
  • Educational Mental Health Practitioner
  • Bucks Mind
  • Young Carers 
  • Woodlands Pupil Referral Unit
  • School Nursing Service
  • Community Paediatrics

The SENDCO and class teacher also liaise with other mainstream and special schools as appropriate, particularly at any transfer stage. Year 6 pupils with SEND may have extra supported visits to their secondary schools. Year 6 teachers and the SENDCO meet with teachers from secondary schools to discuss the differing needs of pupils and to ease transition. The SENDCO, Year 3 teachers and Teaching Assistants meet with the SENDCO, teachers and Teaching Assistants of the Year 2 pupils who join us.

The school has a nominated governor with responsibility for SEND. The key contacts regarding SEND are the Head teacher and the SENDCO. They can be contacted at:

Manor Farm Community Junior School
Rose Avenue
High Wycombe
HP15 7PH

Tel. 01494 814622

Manor Farm Junior School has a complaints policy and this is available from the school and on the school website policies page here.



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