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.
Headteacher: Mr Stuart Heron
DfEE No: 7042
Number on Roll: 264
Type of School: Community Special
Who to contact
Where to go
- Mayfield School
- TQ2 8NH
- Age Ranges
- From 3 years to 18 years
- Has Provision
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:
- 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 InformationA 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.
All staff undergo training in the aspects of the professional development they need to work effectively within the school and to meet this need the school has developed a number of trainers who can provide Makaton signing, Moving and Handling, Physical Intervention and ICT.
There are 5 staff who provide specific interventions to pupils that are identified as requiring additional support. The language intervention team consists of 2 staff who provide support for pupils communication. One works with pupils with higher level needs from Plevel 4 and the other provides early communication and relationships intervention through a range of personalised approaches. These staff provide support in Makaton, PECS, Intensive Interaction and life skills learning. Pastoral support is provided by one member of staff who is a drama therapist. The final member of the team is a music therapist who is in school for two days a week.
In addition the school is supported by a range of therapists such as Speech and Language, Physiotherapists and Occupational therapists. Support is also provided by Educational Psychologists , Portage workers, social workers and family support workers.
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 2-19 years. Some 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. Mayfield’s induction policy details the procedure followed but once admitted all pupils will undergo a half term period of observation and assessment at the end of which a meeting will be held to set an education plan for each pupil. This meeting will include parents and other relevant professionals whose views will be sought. Targets will then be set and six monthly reviews instigated until the child is five years old. The review procedure will then settle into 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 child is admitted. In consultation an individual education plan provides five targets which are designed to give the child access to their learning across the whole curriculum. Pupils are continually assessed to ensure that they are making progress and that their needs are being met. Governors and staff are committed to the statement of entitlement for all pupils to receive a broad and balanced curriculum as appropriate to their needs. This includes not only the National Curriculum but PSHCE, communication, the sensory curriculum and use of therapies such as music, speech and physiotherapy and behaviour management programmes. It may also include aromatherapy, reflexology and shiatsu subject to the availability of appropriately qualified therapists.
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 and will facilitate parents support groups as required. Parents with concerns are able to contact teachers through telephone calls before and after the school day and via the home/school contact book thus having the opportunity to air any problems quickly and informally. Parents are also kept informed of school activities through regular newsletters. More serious issues are directed to the Head teacher who would endeavour to investigate the problem that same day. Staff are requested to keep the Head teacher informed of any possible problems in writing.
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 and functions, by maintaining dialogue through home/school contact books and by carrying out agreed programmes with regard to behaviour management and any jointly planned action or approaches. The school will keep parents informed of all aspects of their child's school life sharing IEP's, achievement evidence and planned curriculum coverage.
Pupil’s views are listened too on a daily basis through staff responding to their voice, level of engagement or behaviour. We have a school council through which children and young people can express their views on a wide range of school issues ie school meals, play facilities or lesson content and resources. Pupils contribute to their EHC plans and when older 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 three full-time assistants. Pupils are grouped according to need ie PMLD 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 ie a hairdressing course if that is something they express a desire to try. The school arranges visits to future possible options so that students 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 college, 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 teacher is responsible for ensuring that the provision made reflects the EHC plan. The school works in partnership with health, social care and other schools to enable pupils to get the services, provision and 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 and language therapists, and 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?
Nothing additional to add
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 and that they belong to our community. The school ethos is that building positive relationships and supporting pupil’s emotional well- being is the key to enabling pupils to maximise their learning. To enable this, the school employs its own Drama therapist, we are developing Thrive workers for each class and we use the Social, Emotional Aspects of Learning (SEAL) curriculum We have Team Teach trainers who train staff in de-escalation and 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.
What other support is available for children and young people with special educational needs and how can they access it?
The school will provide parents with information about other support through leaflets, by promoting services and signposting.
What extra-curricular activities are available for children and young people with special educational needs?
We offer some clubs at lunchtimes such as ICT or Spanish club. We also offer some clubs after school – ballet, basketball.
There is a Saturday and holiday club which is mostly aimed at older pupils who are not eligible for the Torbay playscheme or those who feel it is not suitable for them. Access to these is through direct contact with the school.
In holiday periods we also open our playground on Wednesdays and Fridays so that families have a safe venue to play in.
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 pupil are given a baseline assessment and within 6 weeks a target setting meeting is held with parents to establish an Individual Education Plan ( IEP).IEP targets for all pupils are shared with parents each term and progress is recorded through B squared. (IEP’S) are reviewed by teachers each half term.
During the annual review targets are reviewed and new long term targets set in consultation with parents and 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 and monitoring some of which is from external sources. We are subject to 3 yearly OfSTED inspections. We like to gather pupils and parents views and achieve this through questionnaires and a range of other means The school is in close partnership with the Torbay Teaching school Alliance and 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 ie Children Looked After and children for whom there are safeguarding and child protection needs.
Many staff other than teachers hold specific qualifications or are practitioners in specialist areas ie Makaton, PECS, behaviour management , Literacy and Numeracy.
How can parents, children and young people make a complaint about our provision?
We would want everyone to feel able to approach the class or head teacher with any concerns so that issues can be resolved. If this does not wok then there is a formal complaints process that is detailed on the website or can be obtained from the main office.. There is also the facility for complaints to be made to Ofsted
Pupils can raise issues with staff at any time and there is the 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 contains the majority of the details that might be required and there is a school prospectus that can be obtained from the main office.
We are happy to take telephone or email enquiries about our provision All prospective parents will be invited in for an initial visit.