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Mayfield School

Mayfield School is for pupils with severe and profound learning difficulties. They have a purpose built provision which includes sensory and soft play rooms, a hydrotherapy pool, specialist curriculum classrooms and spacious grounds which are currently being developed. The school enjoys pleasant surroundings and is close to two other schools, a Children's Centre and local amenities such as parks and shops.

All members of the school are very proud to belong to it because it is a caring, safe, supportive and fun place to be. They are committed to the rights of their young people to receive an appropriate and meaningful education and believe that it is essential to celebrate the smallest steps of achievement. They are also committed to safeguarding their pupils through policy and practices that are clearly designed to protect them from harm.

We have 3 sites:

Headteacher: Mr Stuart Heron
Nursery: Yes
DfEE No: 7042
Number on Roll: 264
Type of School: Community Special

Who to contact

Contact Name
Stuart Heron
Contact Position
01803 328375

Where to go

Mayfield School
Moor Lane

Other Details


Age Ranges
From 3 years to 18 years

Inclusion Information

Wheelchair Access

Has Provision

Local Offer


Mayfield is a Special School for Children and Young People with Severe and Profound Learning Difficulties and Primary Social, Emotional and Mental Health needs.

We have 3 sites:

Mayfield School

Mayfield College 

Mayfield Chestnut

Contact Name
Stuart Heron
Contact Telephone
01803 328375
Contact Email
Local Offer Age Bands
Primary (4-10 years)
Secondary (11-16 years)
Sixth form / other post 16 provider (16 - 19 years)
Early Years (0-4 years)
Needs Level
SEN Provision Type

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

Mayfield School is an all age special school for Pupils with severe, profound and complex needs. The school provides a rich range of specialist equipment, rooms, adaptations, strategies and qualified staff to ensure that pupil’s ability to learn is maximised. This will include communication aids, ICT access equipment, mobility aids, light and sound rooms, approaches such as Intensive Interaction, Makaton signing, hydrotherapy pool, specialist playground equipment and a host of other offers too numerous to mention.

Our programme is underpinned by the principle that in order for learning to take place, all physical, medical, sensory & social needs are met within a fully inclusive community provision & that opportunities to grow in confidence & self-esteem are abundant, without the fear of failure. At Mayfield School we use a range of learning methods & resources which utilise links with other professionals, agencies & the community to ensure pupils achieve improved outcomes.

What criteria must be satisfied before children and young people can access this provision/service?

Pupils are admitted to the School with a statement of individual need (EHC plan), thus broadly speaking needs are already identified within the categories of severe or profound learning needs. The School provides for pupils who aged 3-19 years. Prior to starting in the School, the majority of pupils transfer from mainstream schools and take part in a transition link in order to facilitate smooth transition. This is achieved through meetings, sharing information & consistent approaches. When transferring from another provision pupils may be placed for an assessment placement so that more evidence might be gathered in order to make a placement or statutory assessment decision.
During the initial period (First half term) pupils are fully assessed in all areas of the curriculum. Assessment is then ongoing (formative) & recorded daily through progression files.

Progress data is reviewed throughout the year & reported to parents through Annual Reviews & Teacher Reports. Where it is evident that pupils are not meeting set targets, interventions are put in place accordingly.

The School’s induction policy details the procedure followed but once admitted all pupils will undergo a half term period of observation & assessment at the end of which a meeting will be held to set an education plan for each pupil. This meeting will include parents & other relevant professionals whose views will be sought. The review procedure is an annual cycle in line with the statutory requirements unless there are indications to the contrary. Whole school assessment details can be found in the Mayfield School policy.

How do we identify the particular special educational needs of a child or young person?

Most needs are broadly identified before the young person is admitted. In consultation an individual education plan provides five targets which are designed to give the young person access to their learning across the whole curriculum. Pupils are continually assessed to ensure that they are making progress & that their needs are being met. Governors & staff are committed to the statement of entitlement for all pupils to receive a broad & balanced curriculum as appropriate to their needs.

Other factors which are taken into consideration are:

  • Recommendations of the young person’s ECHP
  • Their Individual Learning Plan
  • Pupils aspirations

How do we consult with parents and/or children and young people about their needs?

The School is committed to working with parents in partnership & will facilitate parents support groups as required. Parents with concerns are able to contact teachers through telephone calls or email before & after the School day & via our home/school contact APP – Class Dojo - where appropriate thus having the opportunity to air any problems quickly & informally. Parents are also kept informed of School activities through regular newsletters. More serious issues are directed to the Head of School who would endeavour to investigate the problem that same day. Staff are requested to keep the Head of School informed of any possible problems. School policy is to keep parents informed of any actions being undertaken at all stages in dealing with a complaint with regard to education provision.

The role of parents in securing quality education for their child is a vital one because it is recognised that the information provided by parents about their children is invaluable in setting educational targets. The School expects that parents will contribute to the life of the School by supporting parent’s evenings & functions, by maintaining dialogue through home/school contact & by carrying out agreed programmes with regard to behaviour management & any jointly planned action or approaches. The School will keep parents informed of all aspects of their young person's School life sharing targets, achievement evidence & planned curriculum coverage. Pupil’s views are listened to on a daily basis through staff responding to their voice, level of engagement or behaviour. We have a School council through which young people can express their views on a wide range of School issues i.e. School meals, school facilities or session content & resources. Pupils have access to wellbeing leads & welfare leads to discuss any concerns that they have individually. Pupils contribute to their EHC plans & are encouraged to ensure that the actions that professionals have agreed to do on their behalf are done.

What is our approach to teaching children and young people with special educational needs?

Each class has a teacher and at least 5 full-time teaching assistants. Pupils are grouped according to need ie PMLD classes and SLD classes. There are varying numbers of support staff allocated to classes or children in order to meet changing requirements. A flexible approach to the deployment of staff is operated using the strengths of individuals to support the curriculum ie IT, PE etc Each class has a range of equipment allocated to it designed to meet needs of the age and ability of pupils. Every class has a computer with appropriate switches and programmes for individual pupils, an interactive whiteboard and communication aids as required.

The staff are supported by a multi-professional team which regularly includes school nurse, consultant paediatrician, speech therapists, physiotherapists and educational psychologists. Other support is provided by peripatetic teachers of the visually and hearing impaired, orthotists, dentists, occupational therapists, social workers and clinical psychologists. These professionals and complimentary therapists, if appropriate, are invited to contribute to person centred planning for annual reviews and work in co-operation with teachers and parents in securing the best possible education and services for the pupils.

When a child reaches fourteen years of age a Person Centered transition plan is detailed in collaboration with previously mentioned professionals and in addition the Careers South West service. The resulting plan should enable the needs of the young person, with regard to their further educational and post school life, to be anticipated and worked towards. Information from these plans is used to personalise the curriculum offer that pupils receive. The school arranges visits to future possible options so that pupils can begin to make meaningful choices for their adult life after school.

As pupils reach seventeen or eighteen more detailed transition plans are made to introduce the young person into their future placement or employment ie school, day resource centre or aspects of their individualised package. Mayfield staff liaise with the receiving establishments and set up a programme to ease the transition for the young person and for his or her family.

Mayfield School is committed to providing quality education for all of its pupils and values the contribution of all parents, agencies, support services and professionals concerned in achieving this aim.

How can we adapt our curriculum for children and young people with special educational needs?

Learning in Mayfield is based on individual needs. We offer a broad, balanced and appropriate curriculum that is based on the National Curriculum but we modify the range of study to meet pupil needs which often require learning to be repeated and taken at a slower pace. We place a greater focus on communication skills, basic life skills and personal development. Our teaching has to incorporate therapeutic needs as appropriate to individuals. We deploy a range of strategies and technologies within a Total Communication environment in order to maximise each pupil’s progress. Children and young people are provided with access to all curriculum subjects which are taught in a multi-sensory way. Pupils are given residential experiences which may be at home or abroad for cultural development. There is a strong focus on moral values, relationships, social and spiritual development and the acceptance of diversity.

We want our pupils to enjoy learning and be proud of their achievements

How will we ensure we get the services, provision and equipment that children and young people need?

The Head of School is responsible for ensuring that the school provision meets the needs of each pupil’s EHC plan. The School works in partnership with health, social care & other educational establishments to enable pupils to get the services, provision & equipment they require. Review planning is monitored to make sure that professionals are doing or providing what they have said they would do.

How is this provision funded?

The School is funded by the Local Authority. The NHS provide access to physiotherapists, speech & language therapists, & other relevant health professionals.

What additional learning support is available for children and young people with special educational needs and how do they access it?

Intervention support within the areas of:

  • Reading
  • E-safety
  • Wellbeing
  • Communication
  • Behaviour management

How do we support and improve the emotional and social development of children and young people with special educational needs?

We want all pupils to feel that they are valued & that they belong to our community. The School ethos is that building positive relationships & supporting emotional wellbeing is the key to enabling pupils to maximise their learning.

To enable this, the School has wellbeing leads & welfare leads who work to ensure pupils are supported emotionally & socially. Staff are Team Teach trained which focuses on de-escalation & diffusion techniques.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

On entry to Mayfield there would be a transition plan which would be agreed with parents, providers from the current setting, staff from Mayfield and other professionals as required. The plan will detail the child’s more specific needs, when the transfer will take place, how many sessions the child will attend and deal with the issue of transport. Parents are invited to attend with their child until they feel confident in the school.

On leaving school there will have already been several years of transition planning to enable the young person to transition into their next phase. Pupil’s views and preferences are key to the success of this process. When moving to new settings, staff from Mayfield will accompany the young person to enable them to feel comfortable and confident. Staff will then gradually withdraw. This process will vary according to the needs of the individual.

It is important therefore that pupils leave Mayfield aware of themselves as individuals, aware of the opportunities available to them and able to make some decisions about their own life. They should be prepared for the transition from full time education to the world beyond.

The objectives of the Careers & Preparing for life curriculum are as follows:

  • To ensure that all pupils at the school receive a stable careers programme
  • To enable all pupils to learn from information provided by the career and labour market
  • The CEIAG programme should be individual and address the needs of each pupil
  • To link the curriculum learning to careers learning
  • To provide pupils with a series of encounters with employers and employees
  • To provide pupils with experiences of workplace(s)
  • To ensure that pupils have a series of encounters with further and higher education
  • To provide each pupil with the opportunity to receive personal guidance

What other support is available for children and young people with special educational needs and how can they access it?

The School provides families with information about other support through leaflets & by promoting services & signposting.

What extra-curricular activities are available for children and young people with special educational needs?

Pupils access a wide array of trips and visits to enhance the curriculum.
Swimming and Learning Outside the Classroom are built into the timetable for all pupils

Many staff provide 1:1 support for pupils outside school hours through direct payments

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

On entry, pupils are given a baseline assessment to establish Access to Learning targets. These targets are shared with parents each term & progress is recorded through annual review meetings. During the annual review targets are reviewed & new long-term targets set in consultation with parents & pupils.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

The School is in a continual cycle of self-evaluation & monitoring, some of which is from external sources. We are subject to 4 yearly OFSTED inspections. We gather pupil & parent views through questionnaires & encourage feedback. The School is in close partnership with the Torbay Teaching School Alliance & with the South West Association of Special School leaders so that we keep abreast of key developments in education.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

The majority of teachers are qualified practitioners. Appropriate training is in place for teachers to ensure that the needs specific groups are met i.e., Children Looked After & children for whom there are safeguarding & child protection needs.

Many staff other than teachers hold specific qualifications or are practitioners in specialist areas i.e., Makaton, PECS, behaviour management, Literacy & Numeracy. For our enterprise/art & design curriculum we have classroom assistants with specific skills & training to support in the teaching of new skills to young people.

How can parents, children and young people make a complaint about our provision?

We encourage Parents to contact their child’s teacher or Head of School with any concerns so that issues can be resolved. If this does not work, then there is a formal complaints process that is detailed on the website or can be obtained from the School.
Pupils can raise issues with staff at any time & there is a school council that can be a vehicle for complaints.

How can parents, children and young people get more information about the setting?

The School website is a prolific source of information & a School prospectus can be requested from the administration team. We welcome telephone or email enquiries about our provision. All prospective pupils & their families will be invited to the School for an initial visit.