01508 530356office@manorfield.org

You should expect to receive a response to your query within 24 hours and full resolution (where possible) within 5 working days.

You should expect to receive a response to your query within 24 hours and full resolution (where possible) within 5 working days.

About our School

Send Report 2023-2024

Manor Field Infant and Nursery School
SEND Information Report 2023-2024

Publication Date: September 2023
Review Date: July 2024

At Clarion Corvus Trust we believe all children should have the opportunity to thrive and fulfil their potential.

This SEND Information Report describes the support available for identified children as and when appropriate.

This is subject to change depending on budgetary constraints and policy reviews.

Definition of Terms


Autistic Spectrum Disorder


Child and Adolescent Mental Health Service


Cognition and Learning


Communication and Interaction


Designated Safeguarding Leader


Education and Health Care Plan


Hearing Impairment


Individual Education Plan


Looked After Child


Moderate Learning Difficulties


Multi-Sensory Impairment 


Professional Development 


Personal Education Plan


Profound and Multiple Learning Difficulties


Pupil Premium Plus


Social, Emotional and Mental Health


Special Educational Needs


Special Educational Needs and Disability      Co-ordinator


Special Educational Needs and Disability


Speech, Language and Communication Needs


Severe Learning Difficulties


Specific Learning Difficulties


Sensory or Physical Needs


Visual Impairment 


Virtual School for LAC children


School contact information

If you wish to discuss our SEND provision further, please contact us:

Executive Head Teacher: Mrs Heather Haines


Trust Primary SENDCo: Miss Bryony Best


Based in school on Mondays

SEND Governor: Angela Smith



What is SEND?

  • Some of our children may require additional support to make progress at their own level.
  • At different times, a child may have a special educational need.  The Code of Practice defines SEND as:
  • “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
  • have a significantly greater difficulty in learning than the majority of others of the same age: or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
  • If a child is identified as having SEND, we will work closely with the pupil and their parents to deliver provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Our SEND profile for 2023-24

In the academic year 2023-24 so far, 16% of children are identified as having SEND. This percentage is made up of the following groups:

  • 10% - Cognition and Learning Need
  • 75% - Communication and Interaction Need
  • 10% - Social, Emotional and Mental Health Need
  • 5% - Physical and Sensory Need

Many of our children have needs in more than one group, percentages show the primary need.

0% of our school population have an Educational and Health Care Plan.

Manor Field Infant and Nursery School SEND Profile Percentage Compared to 2023 National Data

For national data, visit:   https://www.gov.uk/government/collections/statistics-special-educational-needs-sen


How do we identify the special educational needs of children?

  • We look for progress that is significantly slower than peers
  • We look for a change in rate of progress
  • We talk to the child
  • We talk to parents
  • We talk to the class teacher and other staff
  • We look at assessment data

Not all difficulties in learning mean there is a Special Educational Need.

There can be a many reasons such as:

  • School absences
  • Attending lots of different schools
  • Difficulties with speaking English
  • Worries or pressures

Only those with a learning difficulty that requires special educational provision ‘additional to’ or ‘different from’ the usual differentiated curriculum will be identified as having SEND.

Once a child is identified as having SEND we follow an ASSESS-PLAN-DO & REVIEW cycle. This involves regular meetings with the child and parent to monitor and to assess and review progress and outcomes.


What is our Approach to Teaching Learners with SEND?

We aspire to unlock the full potential of every child within our school.

We believe that high quality teaching, tailored for individuals, is the first step to meet children’s needs.

We strive for effective communication between staff, children with SEND, parents/carers and outside agencies.

We aim to create a learning environment which is flexible enough to meet the needs of all children, whilst also promoting independent learners

We value high quality teaching for all learners and actively monitor teaching and learning across the school.

We are committed to developing the knowledge and skills of all staff to manage the challenges of the range of needs in the school, and to ensure that all support is of high quality. See training for further details.

We ensure that all children in our school are equally valued by accessing a broad and balanced curriculum suitable for their needs and abilities.


How do we assess and review children’s progress?

SEND data trends are shared with Governors each term and reported to Trustees.

This SEN Information Report is updated annually.

Children, parents/carers, teaching and support staff are directly involved in the review progress. This review takes the form of a formal meeting held at least once a term, where the IEPs can be reviewed and progress and next steps can be discussed. If a learner has an Education Health and Care Plan (EHCP), the same termly review conversations take place, as well as an annual formal review of the EHCP.

Data from assessments is compared against historic school data, in addition to comparisons with National statistics.

The SENDCO and assistant SENDCO track the attainment and progress of all children in Nursery to Year 2 with special educational needs.

The results are reviewed by the class teacher and used to inform the ‘assess, plan, do, review’ cycle.

The school SENDCo collates the impact data of interventions, to ensure that we are only using interventions that work. Progress data of all learners is termly in pupil progress meetings and is monitored by teachers, senior leaders and governors. Adaptations to interventions and additional support are made in light of this data. 


Quality First Teaching

For your child, this would mean:

  • That the teacher has the highest possible expectations for your child
  • That all teaching is built on what your child already knows, can do and can understand.
  • Different ways of teaching are in place to support your child.
  • Teachers will use guidance from Provision Expected at SEN Support (PEaSS) to meet children’s needs
  • That staff will let you know what your child is learning and use feedback to make comments about successes and concerns.
  • Your child’s progress is assessed, monitored and reviewed and any gaps in their understanding/learning will be identified and addressed through teaching and/or individual and group support.

Targeted and Specialist Support

  • Small group sessions may be run in the classroom or in sessions outside of whole class learning.
  • The aims of the sessions may form part of a child’s IEP (Individual Education Plan).
  • Support groups will be assessed and monitored by the SENDCo and school leadership team.
  • Parents/Carers are informed when their child is in a group and targets and progress are shared.
  • Some children with identified SEND may receive individual support in some aspects of their education
  • Individuals have access to resources to support their learning, for example sensory wedge cushions, ear defenders, coloured overlays.
  • There will be regular meetings to discuss provision and progress between staff, parents/carers and children.

Specialist Resource Base (SRB) – Social, Emotional and Mental Health (Bumblebee Class)

  • Specialist resources bases are local authority managed provision with a defined admissions criteria.
  • The base has a reduced class size, additional staffing, tailored environment and access to additional resources and expertise.
  • Our SRB is one of five KS1 SEMH bases in Norfolk.
  • At capacity, we can work with a maximum of 8 children.
  • Children come to us for a minimum stay of two terms with a maximum of four terms.
  • They visit their home school return to their home schools, usually on Wednesdays each week.
  • For further information on SRBs please see the local authority guidance and our school website.


Assess, plan, do, review cycle

Monitoring progress is an  important part of teaching and leadership at Manor Field Infant and Nursery School . We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in the process


We know when a pupil needs help if:

  • Concerns are raised by parents/carers, external agencies, teachers, previous school or the pupil.
  • Screening assessments indicate a gap in knowledge and/or skills.
  • Whole school tracking of attainment outcomes indicates lack of expected rate of progress.
  • Observation of the pupil indicates that they have additional needs
  • Use of INDES framework to support identification of children’s needs


  • This involves discussing, planning and agreeing what will be put in place following the assessment. We work with children, parents and carers to identify specific teaching strategies, approaches and resources to help the child (PEaSS). Once support is agreed, it is recorded and shared in the form of a One Page Wonder and IEPS.


This is when the support is implemented. This may include:

  • Delivering high-quality differentiated teaching
  • Delivering a personalised curriculum
  • Providing additional resources.
  • Working in a small intervention group


  • This is when the support is measured and the impact is assessed. children, parents and carers are included in the review process. At this stage it is decided what further support (if any) is needed. Notes and review comments are made on the IEPs.
  • The school also uses a framework to evaluate its inclusive practice and provision. (IPSEF)


One page wonders and Individual Education Plans (IEPs)

As part of the Assess, Plan, Do, Review process, information about the pupil is recorded on a One Page Wonder and IEP targets to help the child progress.

These are written with children, parents/carers and teacher.

They are monitored by the SENDCO and reviewed each term.


Support from specialist services

Our school values the opinion and advice of external agencies. Wherever possible we will accommodate the suggestions made by other professionals. Some of the specialist teams that we may work alongside include:

  • Access Through Technology
  • CAMHS - Child & Adolescent Mental Health Services
  • Carers Matter
  • Dyslexia Outreach Support
  • Norfolk & Waveney Children’s Speech and Language Therapy (SaLT) Service
  • Educational Psychology and Specialist Support (EPSS)
  • Nelson’s Journey
  • Norfolk Early Help
  • Paediatricians
  • Physiotherapists
  • Supporting Smiles (previously Point 1)
  • Occupational Therapists
  • School 2 School Support
  • School Nursing Team (Just One Norfolk)
  • Specialist Resource Bases
  • Virtual School Sensory Support
  • Young Carers / Carers Matters

Cognition and Learning Needs


Quality First Teaching

Targeted Intervention

Individual Support

External Support Agencies

Reading and spelling

Learning new information and concepts

Working with numbers

Working memory


children may have conditions with a specific diagnosis e.g. dyslexia

children may present with difficulties that do not have a specific title

Inclusive curriculum, delivery, planning and work

Displays & Working Walls

Help mats

Labelled Resources

Maths resource boxes



Personalised Learning



Seating Plans

Printed instructions and checklists

Steps to Success Criteria

Visual aids & resources

Writing frames

Reading/ Spelling/ tests

Pupil PIXL tracking

Dyslexia friendly displays and whiteboard screens

Intervention groups (Number Sense, keep up phonics)

Targeted use of technology

Small Guided Groups – Reading, Writing and Maths

In-class LSA support

Paired work/peer mentoring

Precision teaching

One to one teaching – phonics, reading, maths, writing

Bespoke timetables

Additional test time

ATT for technology support

Text to speech software

Clicker software

Coloured overlays, reading rulers and coloured exercise books

Pencil grips

Sloping writing desks

Differentiated homework

Pre and post teaching


Enhanced transition

Meetings with new parents

Norfolk Educational Psychology


Dyslexia Outreach


British Dyslexia Association


School 2 School Service


Cognition and Learning SRBs


Communication and Interaction Needs


Quality First Teaching

Targeted Intervention

Individual Support

External Support Agencies

Understanding language (receptive language)

Using language (expressive language)

Understanding how to communicate socially with other people

Conditions include: Specific Language Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay


Selective mutism


Inclusive teaching






Displays – visual and symbols

Labelled resources with picture and name 

Processing Time


Seating plans

Signing (if needed)

Simplified language

Use of LSA

Class visual timetable

Printed instructions and checklists

In class LSA support

Memory work


Quiet space for group work

Reading partners sessions

Speech and Language Group

Additional test time

ASD support



Lego therapy


Social stories

Task boards

Now and next boards

Visual timetables

Meetings with new parents     

Enhanced transition

Norfolk Educational Psychology

School 2 School Service

Speech and Language Therapy – Just One Norfolk


Speech and Language SRBs


Autism Education Trust

The Communication Trust

Autism Anglia

National Autistic Society


Social Emotional and Mental Health Needs


Quality First Teaching

Targeted Intervention

Individual Support

External Support Agencies

Forming and maintaining relationships


Attitudes to attainment



Life outside school

Anti-bullying policy

Celebration assemblies

Circle Time

Class expectations

Class worry boxes

Class Dojo points

Norfolk Steps

Parent Questionnaires

Pupil Questionnaires

Rewards & Consequences

School Behaviour Policy

School Council

Seating plans

Social Stories

Use of TA

Quiet eating space

Forest School groups

In class LSA support

Social Stories

Thrive groups

Young carers club

Lego therapy

Drawing and talking

Emotion identification support

Personal behaviour support plans

Early Help Assessment and Plans (EHAPs)

Lego therapy

Norfolk Steps Training

Positive behaviour support plan

Reward charts

Risk assessments

Sensory Circuits

Social Stories

Enhanced transition

Meetings with new parents

Regulation stations

Emotional literacy passports    

Norfolk Educational Psychology

School 2 School Service


Norfolk SEMH SRBs


Norfolk Early Help Support


Ormiston Point 1

Just One Number

Benjamin Foundation

Norfolk Inclusion Team

Nelson’s Journey

ADHD Norfolk

Young Minds

Anna Freud Centre

Childline – kids


Physical and Sensory Needs


Quality First Teaching

Targeted Intervention

Individual Support

External Support Agencies

Visual impairment

Hearing impairment

Gross motor difficulties 

Fine motor difficulties 

Self-organisation for daily living

Diagnosed conditions such as cerebral palsy, dyspraxia

Coloured whiteboard/books

Displays – readable font

Flexible teaching arrangements

Large Print

Left handed equipment

Left handed seating

Seating plans – for sight,  hearing and mobility

Teacher aware (positioning)

Access to water


Non slip flooring


Clear walkways

Adapted games and resources in PE

Brain Breaks

Handwriting groups

In class LSA support

Sensory Circuits

Regulation stations

Enlarged texts


Hearing loop technology

Access through Technology

Health Care Plans

Coloured overlays, whiteboards, paper & exercise books

Ear defenders

Equipment – scissors, slopes, pencils, cushions, blinds, chairs, footstools


Medical support

Movement Breaks

Pencil Grips

Physio / OT and Sensory support advice

Wobble cushions and pedals

Sensory Circuits

Soundfield/Radio Microphone

Use of disabled toilet

Enhanced transition

Norfolk Educational Psychology

School 2 School Service

Virtual School Sensory Support (VSSS)


Access Through Technology


The following assessments are held within the Clarion Corvus Trust:

  • Boxall profile - SEMH
  • Salford Reading – Decoding Skills
  • Sandwell Maths – Number Knowledge
  • WELLCOMM Primary Toolkit - Speech and Language
  • Visual Stress Assessment



Training has taken place within the past 3 years.

Our SENCo holds the National SENCo qualification and attends regular training via the Willow Tree Essential SENCo Network, annual conferences and Norfolk SEND Forums

To Support Cognition and Learning

To Support Communication and Interaction

To Support Social and Emotional

and Mental Health

To Support Physical and Sensory

ELS phonics

Cognition and Learning approaches

Precision teaching

Speech and Language trained LSA

WellComm Assessments

Norfolk Steps – Step Up and Step On

EHAP training

Boxall Training

Drawing and Talking

Lego therapy

Working on worries

Emotional literacy passports

First Aid


Education, Health and Care Plans (EHCPs)

  • For a very small number of children with significant and complex needs, a request will be made.
  • Before a request can be made the child has to have been supported through at least two ‘Assess, Plan, Do, Review’ cycles.
  • The local authority to conduct an assessment of education, health and care needs.
  • This may result in an Education, Health and Care (EHC) plan for the child.
  • Where a child has an EHCP, there will be an annual review held in addition to the termly IEP review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
  • Further information about Norfolk EHCPs can be found here


How we support children with medical needs

  • Children with medical needs may be provided with an Individual Health and Care Plan.
  • This is written by medical professionals, parents/carers and if appropriate, the pupil themselves.
  • Staff who volunteer to administer and supervise medications will complete formal first aid training. If needed, staff will undertake training in the use of specific medical procedures e.g. use of EpiPens, epilepsy. 
  • For more information on support for medical needs visit: https://www.schools.norfolk.gov.uk/pupil-needs/health-needs/medical-needs-service

For further details on administering medicine at school then please contact the office.


How do we keep children safe?

The safeguarding of our children is our utmost priority at Manor Field Infant and Nursery School  

Data shows that children with SEND are more vulnerable.

If you have concerns about a child you can contact one of our Designated Safeguarding Leaders (DSLs):

  • Mrs Heather Haines (Executive Head Teacher)
  • Mrs Laura Turk (Deputy Head Teacher)
  • Mrs Jenny Kirk (Senior Management)
  • Mrs Rebecca Anderson (Senior Management)
  • Miss Bryony Best (SENDCo)
  • Angela Smith is our Safeguarding governor.

Our safeguarding policy can be found here.

Alternatively, you could contact the Norfolk Children’s Advice and Duty Service (the CADS team) on 0344 800 8020 or the NSPCC on 0800 800 5000.


Roles and responsibilities

The Class Teacher

Learning Support Assistants


Checking on the progress of your child.

Identifying and planning additional help to meet the needs of your child.

Using ongoing assessments to write and review Individual Education Plans (IEP) with parents/carers and children each term.

Planning and delivering teaching and learning following local authority guidance of Provision Expected at SEN Support.

Working with parents/carers, pastoral staff, SENDCo and outside agencies to support your child’s individual needs.

Discussing individual progress in termly Pupil Progress Meetings.

Following all school policies

Supporting children to access the curriculum.

Supporting children with their processing and understanding.

Empowering children to develop their own learning strategies

Supporting children to use and then develop independence with resources such as ATT laptops, coloured overlays etc.

Observing and recording achievements and/or concerns.

Attending reviews and meetings as appropriate.

Delivering small group sessions and recording progress.

Ensuring that all relevant staff are aware of your child’s individual needs and/or conditions

Advising staff on the Assess Plan Do and Review model and Norfolk PEASS documents

Coordinating the support for children with special educational needs or disabilities (SEND)

Working with professionals to help support children’s learning

Working with other schools to support transition to/from a new school

Providing support and training for school staff to help children with SEND achieve the best outcomes.

Developing and reviewing the school’s SEND Information Report.

Working with the headteacher to keep School Governors and Trustees updated on SEND.

Updating the school’s SEND records

Managing SEN budget with the head teacher and buying resources to meet individual needs.


The Headteacher

The SEND Governor

The day to day management of all aspects of the school, this includes the support for children with SEND.

Overseeing the work of the school SENDCo and class teachers to ensure that your child’s needs are met.

Making sure that the Governs and Trustees are kept up to date about issues relating to SEND with support and guidance from SENDCo.

Appointing a designated teacher for looked after and previously looked after children who will then work with the SENDCo and staff to promote educational achievement of LAC children with SEND.

Making sure that the necessary support is given for any child who attends the school, who has SEND.

Meeting regularly with the SENDCo to evaluate the effectiveness of the school’s work with SEND children and their families.

Monitoring and reporting changes in SEND

Raise awareness of SEND at governors meetings.

Reviewing the School SEND Policy and School Information Report.


Role of parent/carer

We work with parents and carers to get the best outcomes for children.

Here are some of the ways we work with parents and carers:

Parent/carer evenings with class teachers twice a year.

Early Help Assessment and Plan (EHAP) to support families

Regular school newsletters and updates.

Teachers contactable via Class Dojo

Meetings arranged for you with external agency professionals when required.

Informal meetings as necessary.

Review meetings to discuss and review SEND provision.

Annual review meetings for children with EHCPs.

Written report at the end of the academic year



Role of children

As a pupil with SEND needs at Manor Field Infant and Nursery School , you will be supported to:

Contribute to your One Page Wonder so we can really get to know you, what you like and how you learn best.

Have your say about the help you are given in annual questionnaires.

Take part in small group activities to support your learning.

Use resources in the classroom to support your learning.

Celebrate your achievements and progress

Talk to adults in the school about any worries.

Take part in the school council.

Ask for help if you need it.


SEND Funding

  • Manor Field Infant and Nursery School receives funding directly from the Local Authority to support the needs of learners with SEND.
  • Schools can request further funding directly from the Learning and SEND team by submitting an INDES (Identification of Needs Descriptors in Educational Settings) and an IPSEF (Inclusion and Provision self-evaluation framework.)
  • The Head Teacher and SENDCo discuss all the information they have about SEND in the school. It is then decided upon what resources, training and support is needed.

In the year 2023-24, we are due to receive £42,621 in notional funding. This is subject to change.

Details of our SEN finances can be accessed via the Norfolk Budget Share Tracker https://csapps.norfolk.gov.uk/BudgetShare/default.aspx 


Opportunities for enrichment

We do our best to make sure that children with SEND are able to fully engage in all school activities. All staff observe the Equality Act 2010. This legislation means schools cannot discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’. The Equality Act 2010 definition of disability is:   

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.”


  • This definition of disability includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer.
  • Children with disabilities do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND.
  • Children and young people may therefore be covered by both SEND and disability legislation (Section 1 (1) Disability Discrimination Act 1995). For further information see our Equality Policy

At Manor Field Infant and Nursery School  we believe all learners are entitled to the same access to extra-curricular activities and are committed to making reasonable adjustments to ensure participation for all.

For further information about our school accessibility, please click here


Preparing for next steps

  • Transition is a part of life for all learners
  • This could be moving to a new class or moving to a new school.
  • It is an important time for a child with SEND.
  • We work closely with parents/carers, children and staff to ensure these transitions run as smoothly as possible.

If your child is moving to another school we will contact the new school SENDCo and tell them how we support your child. We will make sure that all records about your child are passed on as soon as possible.

When moving classes within school, all SEND information will be passed on to the new class teacher in advance and teachers will discuss how to support your child best. We will arrange more visits (enhanced transition) for children with SEND where appropriate.

Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

Manor Field Infant and Nursery School has a very close relationship with St Mary’s Church of England Junior Academy and work hard to support children feel confident about moving schools.


Support Services for parents and carers


Useful Links


Norfolk Local Offer

This Manor Field Infant and Nursery School  SEN Information Report for 2023-24 forms part of the Norfolk Local Offer for learners with Special Educational Needs (SEND).

The Norfolk Local Offer Web site

https://www.norfolk.gov.uk/children-and-families/send-local-offer contains full information of the services available to children, young people and their families.


Have your say

This SEND report shares our offer to learners with SEND.

We would love to hear your views on it to help us improve.

Please email Miss Bryony Best (SENDCo) to share your thoughts. 

What can I do if I am not happy with the SEND provision for my child?

  • Talk through your concerns and the support in place with the class teacher.
  • If you are still concerned then please arrange a meeting with our SENDCo - Miss Bryony Best by phoning the school office on 01508 530356

If you wish to make a complaint about our SEND provision, please see our Complaints Policy


Manor field Infant & Nursery

Manor Field Infant and Nursery School

In the 2019 parent surveys, 100% of parents who responded: said that their child enjoyed being at school, is making progress and the school is attractive and welcoming.

Our schools

The Clarion Corvus Trust is a multi-academy and primary school Trust in the East of England. We aspire to excellence in all aspects of our practice. Mutual support, collaboration and challenge are key to our success. Raising standards for teaching and learning is at the core of all we do; providing students, pupils and staff with the opportunity to thrive, flourish and excel. This is a common vision for all our academies, no matter what their setting, context or circumstances.

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