Special Educational Needs & Disabilities
Please see below for information on our Special Educational Needs and Disabilities, SEND provision, SEND Policy, SEND Policy Summary and our Accessibility Plan.
Local Offer for SEND and Disability
Leslie Manser Special Educational Needs Information Report 2025/26
SEND Provision Map Linked to the Broad Areas of SEND 2025/26
SEND Curriculum Provision Map EYFS 2025/26
SEND Curriculum Provision Map Core Subjects 2025/26
SEND Curriculum Provision Map Foundation Subjects 2025/26
The Special Educational Needs and Disability Coordinator is Mrs. Emma Lintin.
It is estimated that approximately 20% of all children will experience some challenges during their school careers. These may be linked to Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health or Sensory/Physical needs.
Mrs. Lintin and our extremely experienced and well qualified team of staff ensure that the support for these children in our school is of a very high standard. We endeavour to establish an excellent relationship with the children and ensure that they feel secure and well supported within their learning environment. Parents/carers are kept well informed at all times of progress with termly review meetings and Mrs. Lintin is always happy to have meetings with parents/carers who may have questions or concerns.
If your child is experiencing problems in school, their class teacher will pass on his or her concerns first to you, the parent and then to Mrs. Lintin who will then monitor your child's progress and do a classroom observation. Various assessments may also be carried out.
Following this you will be invited in for a meeting and it may be suggested that your child is placed on the 'Special Educational Needs and Disabilities Register'. This means they will be given a Learning Passport which will have some targets for the next term. The Learning Passport will also show you how the school is going to help your child and suggest ways in which you can help at home. Initially your child will be at the 'School Support' stage which means that their class teacher will monitor their progress very carefully and invite you in for a progress report three times each academic year. Some of our children will either join the school with, or have an Education Health Care Plan (EHCP) applied for during their time at school. This process requires a significant amount of evidence which ultimately means that only 3% of children nationally have an EHCP.
If your child requires additional support with emotional or behavioural difficulties they may be given a Pastoral Support Plan which will be reviewed every eight weeks within a meeting with all professionals working with your child. Where necessary the Pupil Re-integration Team (PRT) and/or the Behaviour Outreach Support Service (BOSS) may also become involved.
If it is felt that your child needs additional help and that expected progress is not being made we will suggest that an external agency becomes involved. The school has access to a number of such agencies including an Educational Psychologist (EP), the Specialised Teaching Team (STT), The Working Together Team (TWTT), the Speech and Language Team (SALT), the Sensory Education Support Team (SEST), Community Paediatrics and Health Visitors (depending on the age of the child).
If your child requires additional support from an external agency, a representative from that agency will come into school to observe and assess your child. Sometimes they may work with your child. We will always keep you aware of who is involved and what is happening and all of the agencies are happy to meet with you to discuss your concerns. Once an agency is involved they work closely with the class teacher to inform the Learning Passport and to advise on teaching and classroom strategies. As before, there are termly review meetings but this time they will held with Mrs. Lintin, the class teacher and, if possible, the representative from the external agency.
In some cases, where there are many agencies involved we recommend that a 'Team Around The Family' (TAF) meeting is opened . This helps us to get all the people concerned in the same room every 6-8 weeks and makes the whole system a lot more effective. It is particularly useful where you, the parents, are also experiencing difficulties at home. School can support with any difficulties at home by writing an Early Help Assessment with parents or carers, where we try and gain support at home either through a parenting course or through a Family Help Worker being allocated.
Useful Websites:
http://www.lincolnshire.gov.uk/liaise/
Parents and Autistic Children Together
www.ipsea.org.uk - this is a nationally based charity providing legally based advice to families on SEN.
