At Cedars Manor, we ensure equal opportunities for all learners. Our provision includes development of communication, speech and listening skills, as well as enabling all children to have access to the full curriculum. Pupils attending our specialist provision (ARMS) may have speech, language and communication delay along side hearing loss. We support children with English as an additional language (EAL), visual impairment, or moderate learning difficulties through adapted learning strategies and resources to ensure these pupils make adaquete progress and close their attainment gap.

At Cedars Manor School, we are pleased to be introducing the Thrive approach. Thrive offers a trauma-informed, whole-school approach to improving the mental health and wellbeing of children and young people. We are training our staff to better understand the needs of our students and to provide targeted, effective support. The Thrive approach is a dynamic, development and trauma-sensitive approach to meeting the emotional and social needs of children and young people.  It is proven to improve attendance, behaviour and learning outcomes.

Special Education Needs & Disabilities (SEND)

Our SENDCo is Ms J Millett, she can be contacted via:

Tel: 0208 428 5845

Email: senco@cedarsmanor.harrow.sch.uk

In addition to the below, please refer to our SEND Information Report and our Special Educational Needs and Disabilities policy, which is available on our School Policies page.

You can also find additional support and guidance through the Harrow Local Offer here:
https://www.harrow.gov.uk/send-local-offer

Types of SEND

The school provides for a range of Special Educational Needs and Disabilities. These include: The Four Areas of Special Educational Needs and Disability (SEND):

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health
• Sensory and/or physical impairment 

Identification

Class teachers, support staff and our SENDCo use a range of assessment tools, expertise and experience to identify SEND. Parental and pupil concerns are also taken into account through regular consultations, including home visits where necessary. External specialists may also support the assessment and identification process. Pupils are included in meetings, where appropriate, and may also be consulted ahead of consultations.

Review

Assessment of pupil progress is ongoing. Pupil progress meetings are held termly, and parents are also consulted termly. Additional meetings are arranged when any concerns and/or difficulties emerge in order to plan support and review progress.

Transition

Transition arrangements support pupils when they move from EYFS to Year 1 and from KS1 to KS2. In addition, when pupils move from KS2 to secondary schools, the SENDCo works with the secondary schools to support all pupils and those with SEND in particular. 

Teaching

Pupils with SEND are taught a broad and balanced curriculum alongside their peers in the classroom as much as possible. Where appropriate, the curriculum is scaffolded to ensure pupils are able to access learning. These adaptations may be by providing activities at an appropriate level, by allowing additional time and/or by providing visual and other aids. At times, an additional adult may provide support in the mainstream classroom.

Adaptations

When pupils have been identified as having a difficulty in a particular area of learning, additional small group or 1:1 support may be provided. This support will be outside the mainstream classroom. 

Staff Experience

Teaching and support staff have regular training in relation to the teaching of children with SEND and disabilities. Particular members of staff are provided with more specialist training. This training has included:

• Engaging SEND readers
• Supporting pupils with ASD
• Dyslexia training
• Phonics catch-up

ARMs Unit for Deaf Provision

At Cedars Manor School, our ARMs (Additionally Resourced Mainstream) Unit provides a supportive, inclusive environment for pupils with hearing impairments, enabling them to thrive both academically and socially within a mainstream setting.

Our specialist provision is designed to meet the individual needs of deaf pupils, offering a balance between targeted support and full access to the wider school community. Pupils in the ARMs Unit benefit from personalised learning plans, small-group teaching, and access to specialist staff who are experienced in deaf education, including Teachers of the Deaf and trained support assistants.

We are committed to developing each child’s communication skills, whether through spoken language, British Sign Language (BSL), or a total communication approach tailored to the pupil. Our classrooms are equipped with appropriate acoustic modifications and assistive listening technologies to ensure pupils can fully engage in lessons.

In addition to academic support, the ARMs Unit focuses on building confidence, independence, and social inclusion. Pupils are encouraged to participate in all aspects of school life, including extracurricular activities, helping them to develop friendships and a strong sense of belonging.

We work closely with families, external professionals, and support services to ensure a holistic approach to each child’s development. Regular reviews and open communication with parents ensure that progress is closely monitored and support is adapted as needed.

Our goal is to empower our deaf pupils to reach their full potential in a nurturing and inclusive environment, preparing them for future success both within and beyond Cedars Manor School.