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Loughton Manor First School is a friendly, caring and vibrant learning environment where mutual respect and high expectation produces resilient, independent learners. We aim to provide a safe and secure environment where children can be happy, creative and confident in their learning and development. We seek to celebrate every individual’s talents and successes, developing pride and self-belief. We believe that the environment, experiences and expectation that we provide will allow all children to achieve their potential both academically and personally.
Loughton Manor First School is an inclusive school. We promote equality of access and opportunity to all areas of the curriculum for all learners. Pupils are taught in an environment where they receive equal respect and in which their individuality is valued. It is the responsibility of all teachers to help each and every pupil reach their own potential through supported and differentiated teaching across the curriculum.
We believe that parents and carers play a vital role in supporting their child’s education and we therefore aim to foster positive relationships between school staff, parents and carers during their time at Loughton Manor First School.
At Loughton Manor First School we aim to:
At Loughton Manor First School we offer provision for pupils with difficulties in the following areas:
Throughout the academic year Class Teachers regularly undertake a range of different assessments to monitor the progress of all children. Termly progress meetings are held between the Senior Leadership Team, which includes the Inclusion Manager and all Class Teachers. During these meetings, the progress of pupils across the school is discussed. There is then a focus on those that are identified as making less than expected progress and those that have social, emotional or mental health difficulties that are affecting their ability to engage in their learning. Strategies that can be used by the Class Teacher are suggested and then put into place. If appropriate, additional support may be put into place on a 1:1 or small group basis in order to address any specific areas of difficulty.
If concerns are raised by Class Teachers in relation to a child’s academic attainment or progress, the Inclusion Manager may decide to carry out some standardised tests, for example using the Wide Range Intelligence Test (WRIT) assessment, the Sandwell Early Numeracy Test or the Phonological Awareness Battery (PhAB) to more specifically identify any areas of concern. If, as a consequence, specific interventions are put into place and monitored by the Inclusion Manager a clear baseline is established and the tests can be re-administered so that progress and impact of the interventions is clearly evaluated.
We encourage parents to speak openly with Class Teachers about their children’s needs, and we value input from parents. If parents are concerned about their child’s progress and they have not already discussed this with their child’s Class Teacher, we would encourage them to do so.
As a school we have an open door policy and encourage parents to talk to us about how their child is progressing at Loughton Manor First School. Our Inclusion Manager is easily contactable via the school office by telephone or email and always responds to parents’ correspondence as swiftly as possible. In addition to this the Inclusion Manager is available to speak to parents openly or more privately during the week. She currently works Monday, Tuesday and Wednesday plus either a Thursday or a Friday.
Each term, Class Teachers will either hold a Parents’ Consultation Evening or issue a written report on every pupil’s progress. This will highlight strengths and areas for improvement across the curriculum.
Those pupils recognised by the school as having a Special Education Need or Disability will be recognised on the school SEND register under the category ‘SEND Support’. For SEND Support pupils, the Inclusion Manager will aim to make contact with parents, alongside the class teacher, once per term to report on their progress and discuss any additional support that is in place.
For pupils with an Education and Health Care Plan (EHCP), the Inclusion Manager, alongside the class teacher, will organise a meeting with parents once per term. Where possible, these meetings will also involve any staff working with the pupil in school. There will also be a formal annual review held in school to review how well the EHCP is meeting the pupils’ needs.
Quality First Teaching is of paramount importance to us and is in place in all classes and helps to ensure all pupils are able to access the curriculum. Teachers are skilled at developing their teaching to meet the diverse needs of the pupils in their class.
Differentiation is the process by which Teachers ensure that tasks are matched to pupils’ abilities. This might involve the use of adult support, different resources being used or different outcomes being expected of the pupils. At Loughton Manor First School it is approached in a range of different ways to enable pupils to access the curriculum and help ensure that all pupils can experience both success and challenge in their learning.
Grouping arrangements are organised flexibly with opportunities for ability groups, and mixed ability groups to maximise learning opportunities for all.
Our broad and balanced curriculum is accessed by all pupils. Adaptions are made to support specific curriculum needs, for example where a need to develop more independence is identified.
As well as Teachers, Loughton Manor First School staffing is made up of one Higher Level Teaching Assistant, nine year group Teaching Assistants, two EAL Teaching Assistants, one specialist SEND teaching assistant plus seven 1:1 Teaching Assistants. The Inclusion Manager manages the 1:1 support staff and directs them to work in specific year groups, with individual pupils and small groups. The use of these additional adults is closely monitored by the Inclusion Manager to ensure maximum impact on pupil learning, progress and engagement.
If appropriate, the Inclusion Manager will organise specific 1:1 or small group interventions to address specific areas of need. Currently a range of different interventions are delivered throughout the school as part of the Quality First Teaching provision and these change on a termly basis depending on the needs of the children. Literacy interventions may include Reading Recovery, individual priority reading and Letters and Sounds. Maths interventions may include Numicon or small maths catch up groups. Other interventions also take place to address specific areas of a child’s development, for example fine motor skills, and programmes such as Rainbow Road or Funky Fingers may be used to develop these skills.
Adaptions to the school or classroom environment may be needed in order to meet the needs of specific pupils. This may involve purchasing specialist furniture or writing equipment, or may involve providing pupils with alternative methods of recording their work, for example an iPad, Talking Tin or the use of Clicker.
At Loughton Manor First School we are always working towards improving our provision to meet the requirements of the changing needs of our pupils. Every half term, following on from discussions with a range of people, including parents, Teachers and the Headteacher, the Inclusion Manager looks closely at the progress of all pupils on the SEN register. This enabled the progress of these children to be monitored closely and provision adjusted where progress is not as good is we would like it to be.
At the end of every term, the Inclusion Manager looks at the data for each year group for the three core subjects, Reading, Writing and Maths, and this data is used to monitor and evaluate the overall effectiveness of our school’s SEND provision. This information is then used to inform our planning for the following academic year.
We operate an open door policy at Loughton Manor First School and encourage parents to talk to staff informally or arrange more formal meetings with Class Teachers to discuss their child’s learning. The Inclusion Manager will endeavour to liaise with parents of those pupils with additional needs at least on a termly basis, or more frequently if required. Loughton Manor First School are keen to support parents in helping children continue their learning at home, and we share details of any strategies and interventions used in school with parents so that parents can work towards the same goals at home with their child.
The Inclusion Manager works closely with Class Teachers and Teaching Assistants to ensure that pupils feel happy and safe at Loughton Manor First School. We endeavour to actively support any child exhibiting social, emotional and mental health difficulties. The Inclusion Manager monitors pupils’ attendance and can provide support to parents with this.
We aim to teach pupils to become respectful, resilient and mindful of others’ thoughts and feelings, through a consistent approach to expectations of behaviour across all year groups in order to prevent bullying. We use Restorative Practice to promote positive behaviour and respectful relationships.
We follow a values PSHE curriculum, covering a different value per month. Each day children take part in relaxation techniques to enable them to be ready for learning. Examples of this are Relax Kids, relaxation breathing, simple yoga moves or mindfulness activities.
Our school council consists of members from every class in the school. They meet regularly and work closely with the Assistant Heads and the Headteacher to ensure that pupils’ views are listened to and considered through the school year.
The views of our SEND children at Loughton Manor First School are very important to us. Once per half term their views are sought ranging from our youngest up to our seven year olds. A range of questions are asked (re-worded for different age groups) or answered on their behalf by their parent or teacher if it is felt the child is unable to answer. Photos of the children engaging in their learning are used to help in gaining their views.
We always involve any child with an EHCP in their annual review. What this will actually mean will vary according to the child’s age and their Special Educational Needs. At this young age, participation is usually the gathering of pupil voice (as above). Regardless of whether the child attends the meeting, their views will be sought and recorded before the meeting. The child will record their thoughts, wishes and feelings in an appropriate way depending on their capability. This process will be supported by an adult that has worked closely with the child. These views will then be shared during the meeting.
The Inclusion Manager is also one of the Deputy Designated Safeguarding Leads within the school.
For Children in Care, in order to support the needs of these pupils, the school liaises closely and seeks support from staff at the Virtual School.
Our Inclusion Manager seeks advice from the Local Authority Inclusion and Intervention team on a regular basis. The Inclusion Manager actively engages with local opportunities to share best practice and keeps up-to-date with current Local and National policies to support pupils with SEND. All staff are encouraged to, and are aware of, using the Local Offer to access relevant materials in relation to SEND.
The Local Authority School Nursing Team is able to support the school with referrals to additional services including Occupational Therapists and Speech and Language Therapists. Our Inclusion Manager supports parents with referrals to community paediatricians, and is able to provide written evidence for parents to detail any provision that a child is having at school. We welcome visits in school from outside professionals involving observations and discussions about individual children, and we actively use any strategies suggested to us to improve our provision.
The Local Offer is a directory of information that helps families to find and access support and is an incredibly useful tool. All local authorities are required to have their own local offer as part of the government’s SEND reforms. The Local Offer for Milton Keynes can be found on the following website : http://www.milton-keynes.gov.uk/schools-and-lifelong-learning/special-educational-needs/SEND-local-offer/further-information-on-the-SEND-local-offer
The school works closely with agencies delivering the Local Offer.
Our Inclusion Manager has achieved the Post Graduate National Award for Special Educational Needs Co-ordination and takes advantage of relevant up-to-date training to support her role. She is a specialist teacher and assessor for dyslexia, having achieved a Diploma from the Institute of Education (London) in Specific Learning Difficulties, namely Dyslexia. She is currently working towards a Masters in Special Educational Needs and Inclusion with the University of Northampton and Level 3 AET Certification with the Autism Education Trust to become Autism Lead.
Our teachers and teaching assistants have collectively received training focusing on a range of different areas of SEND, for example dyslexia and attachment. The Inclusion Manager leads whole school training on specific areas of SEND and has guest presenters in during the school year to deliver other aspects of SEND training.
Our Specialist Reading Recovery Teacher, Higher Level Teaching Assistant and Teaching Assistants have been trained in a range of different 1:1, small group and whole school initiatives that support their day-to-day role. This includes a range of different Maths and English interventions, for example Numicon, 1st Class at Number, Reading Recovery and Letters and Sounds, but also programmes focusing on areas such as fine and gross motor skills, for example Rainbow Road, Write Dance and Funky Fingers. Alongside those run interventions to support the development of social skills and emotional stability, such as Squiggle, Play Dough Express and Lego Therapy.
Any pupils with additional needs will have their progress closely monitored by the Inclusion Manager. We welcome parental involvement in any decisions about how to support pupils in school, and aim to keep parents up-to-date with their child’s current progress. Our Inclusion Manager is available to meet with parents before, during and after school to discuss their child’s needs as requested.
Parents of pupils with EHCPs are invited in for a meeting once per term, or more often if needed, to discuss any changes that need to be made to their support. Where possible these meetings will involve the parents, Inclusion Manager and Class Teacher. Any Teaching Assistants working in school with individual children will have input in to the meeting through discussions with the class teacher.
At Loughton Manor First School we aim for all pupils to be able to access all trips and visits that take place outside the classroom. Reasonable adjustments will be made to enable any pupil attending Loughton Manor First School to fully participate in activities outside of the classroom, including school trips. Risk assessments are carried out and, where appropriate, are discussed with parents to ensure that whenever possible, all pupils are able to participate in all activities. If it is deemed appropriate that an intensive level of 1:1 support is needed, on occasion a parent may be asked to accompany their child during a specific activity. .
Loughton Manor First School teaching areas are all on one level. There are two disabled toilets on site. Reasonable adjustments would be made to support any children with additional needs in our care from our limited SEND budget. Please see our Equal Opportunities and British Values Policies.
The Class Teacher
Relationships are built up between school support staff, teaching staff and parents informally on a day-to-day basis. If any concerns arise about a child’s learning or progress, parents are initially encouraged to request a meeting with their child’s Class Teacher. Further meetings can be arranged to discuss strategies and progress as required. .
Inclusion Manager: Mrs Lucy Lock
Further conversations between the Inclusion Manager, the Class Teacher and parents can be arranged as appropriate to discuss any developing needs. The Inclusion Manager is responsible for coordinating any additional support that your child may need.
Headteacher: Ms Elizabeth Bancroft
The Headteacher oversees all areas of the school’s provision. If appropriate, the Headteacher will be involved in meeting with parents to discuss children’s progress and deciding upon how the school can best meet a child’s needs.
SEND Governor: Mrs Sheena Cresswell
Our SEND Governor supports the school in ensuring that the needs of all children are met in line with the SEND Code of Practice (2014).
Please follow the link below to our school website where you will find the following policies and procedures that you may wish to read:
If you wish to make a complaint about any aspect of the SEND provision at Loughton Manor First School, please do so by consulting the procedures detailed in our Complaints policy.
When pupils join Loughton Manor First School in-year, the Inclusion Manager always tries to ensure that we liaise with the child’s previous school if the child has any additional needs. The Inclusion Manager aims to meet with the pupil’s parents prior to them starting at Loughton Manor First School if possible. This helps to ensure a smooth transition and helps the school prepare for the pupil starting Loughton Manor First School.
For pupils who have an EHC Plan, there will be an agreed series of transition visits and meetings organised by the Inclusion Manager to ensure that arrangements are in place for the child’s transition into Loughton Manor First School. These meetings will involve Loughton Manor First School staff, staff from the pupil’s previous setting and parents.
For those pupils transferring to other schools, the Inclusion Manager will liaise with the Inclusion Manager from these schools to organise an individual transition schedule appropriate to the needs of the pupil.
The school has a limited SEND Budget allocated each year. The money is used to provide additional support or resources to support the needs of children.
This money can be used for:
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