Manor Leas Junior Academy
Miss S Greenfield
Some children have needs or disabilities that affect their ability to learn. For example:
The Information Reportoutlines all services available to support disabled children and children with SEND and their families. This information will set out what is normally available in schools to help children with SEN as well as the options available to support families who need additional help to care for their child.
Child A left Manor Leas Junior Academy in July 2015, to start Year 7 in a secondary setting. He started at our school at the beginning of June 2012, towards the end of Year 3.
Child A was permanently excluded for disruptive behaviour from another mainstream primary setting early in 2012 and then attended a pupil referral unit until he was integrated in to our setting in the June of that year. Home life was very difficult for him.
He began on a part-time, phased timetable, which included attending our school at different times of the day. Rules were discussed and a structured behaviour plan and profile were put in to place. A positive reward system was also put in place to support him.
He was on free school meals and was on the SEN register at the old SA+ level.
Individual targets were set on an Individual Education Plan (now called Learning Passports) and were implemented, regularly monitored and reviewed by the SENCo and class teacher. Child A was able to become familiar with routines and expectations.
He was gradually able to stay over lunch times, with support in place on the playground and this then led to him starting full time at our school at the beginning of July, so that he had experience of that before the summer holidays.
Contact with Child A’s mum was regular and on-going throughout this process.
Child A then attended our school on a full time basis throughout Years 4, 5 and 6. Support with a teaching assistant was given. He received small group work for reading, spelling and maths. He also had support with social skills and was helped to focus on lessons in the classroom. Regular review meetings were held with Child A’s mum.
When Child A entered our school, he was working at the following levels :
When Child A left our school at the end of Year 6 in July 2015, he achieved these levels in the Key Stage 2 SAT tests: