SEND and Inclusion at Manor
Wednesday saw a visit from Mr Hand (Vice-CEO of Fierté MAT) and Mrs Burke (headteacher from Garden Village Academy) where they focused on the area of SEND and inclusion. This had been one of the areas that Ofsted had suggested some improvements in their inspection last year and we asked the Trust to look at the progress we had made since then. The visit started with parents of children with SEND being invited to talk to us about the school's SEND provision from their point of view. We then spent 45 minutes visiting classrooms to see the provision for SEND children in action. Next it was the chance for children with SEND to talk to our visitors about their experience of support from the school and to show what they had learnt through pupil conferencing. Mr Hand and Mrs Burke then spoke to any staff who were available over break time before meeting with Mr Forman (Manor's SENDCO) for the rest of the morning.
As you can see, this was a thorough and in depth analysis and our visitors built a comprehensive picture of what SEND looks like at Manor. The following is an extract from the subsequent report (sections where children might be identifiable have not been included):
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… since his start at Manor Primary the school have implemented learning strategies and aids to assist his educational and emotional development. With regular passport for learning meetings, and collaborative working, X has made significant progress and is on track to do well in his SATs. This I believe is down to the SEND support that has been provided.
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One submission referenced the strong links with external agencies, the effective support from staff, including the SENDCo, and the detailed suitable provision in place for their child.
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Parents prize the relationship they have with the school, the strong sense of belonging they feel for themselves and for their children alongside the inclusive culture. One parent described how ‘Manor sees behind the mask and listens to parents’. They recognize the progress their children are making and describe the school as responsive. One parent summed it up by stating that ‘we trust them’ and, referencing their child, ‘they love him’.
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Another parent contrasted their poor experience of a previous school with the excellent approach taken at Manor. This has enabled them to return to work and to build positive relationships with other parents stating, ‘It feels like home here’. Similarly, a different parent reflected an overwhelmingly positive view becoming emotional as they said, ‘If it wasn’t for school, she wouldn’t be where she is now’.
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Learner needs are catered for through a range of suitable strategies and adaptations. This includes considered seating within the classroom and groups, effective adult support, the use of appropriate resources, visual timetables, Now and Next boards, and Widgit symbols. These are seamlessly and consistently embedded across classrooms.
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Clear routines and expectations have been established consistently deployed by staff. This benefits all learners and particularly those with SEND who benefit from the consequent reduction in cognitive load and the security they have from knowing what is expected of them. Children with SEND were focused and engaged in the lessons observed.
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A calm and positive environment has been cultivated across the school modelled by the Headteacher and spread throughout all staff.
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Teachers support learners with SEND by repeating instructions or reiterating key teaching points. Their approach is intentional and impactful.
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Similarly, quality first (wave 1) teaching is supporting all learners and those with SEND. This includes effective modelling, clear and mostly succinct explanations, a focus on ensuring vocabulary is understood, and strong teacher subject knowledge. It was notable how a teacher read to the children using prosody to captivate and hold their attention.
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Most teachers are highly positive regarding the professional development and support they have received for learners with SEND. This has positively impacted their confidence and the provision they have put in place. This is having a demonstrable impact on learners. They cite the support from the Trust Inclusion Leader who they value as someone who is ‘visible and on the ground’ working closely alongside them to devise individualized support.
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The SENDCo has also embraced the support from the Trust Inclusion Lead, together they have been instrumental in securing the progress that has been made with SEND. The SENDCo is using a SEND Support Tracker to ensure a structured approach considering the needs of individual learners.
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Teaching Assistants work very effectively with individual learners and with groups. One was observed supporting a learner to plant seeds who was clearly gaining from the quality interaction and the nurturing relationship established. Another led a spelling group effectively offering further support to an individual learner without interrupting the flow of the lesson for others. They clearly understand the needs of the child and what works best for them.
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Children with SEND are rightly proud of their learning and the progress they are making. This is reflected in the pride felt by their teachers, Teaching Assistants and parents.
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In summary, an inclusive and largely positive ethos is evident at Manor Primary Academy.
There were a couple of areas identified for next steps around supporting 'learners with SEND to recall their learning and understand the quality of writing, and supporting teachers in developing their understanding of suitable expectations and adaptations for children in their new year groups.
Overall, a very positive day and we can only thank the parents who spoke to Mr Hand and Mrs Burke, or sent messages, for their very kind words.
