Ingfield Manor School
- Ingfield Manor School
Ingfield Manor Drive
- Head: Mrs Tracey White
- T 01403 782294
- F 01403 785066
- E [email protected]…itoeducation.co.uk
- W www.ambitoeducation.co.uk
- A special independent school for boys and girls aged from 3 to 19. Type of SEN provision: PD - Physical Disability.
- Boarding: Yes
- Local authority: West Sussex
- Pupils: 57
- Religion: Does not apply
- Fees: Usually paid by LA
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 5th October 2017
- 2 Full inspection 7th November 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Good on 27th January 2011
- Ofsted report: View the Ofsted report
What the school says...
A Centre of Excellence for Conductive Education. Our aim is to provide an exceptional learning environment for young people who have neurological motor impairments, such as cerebral palsy. Some of our students also have additional needs like visual impairment and more complex medical needs.
Also on site is Ingfield Manor School for Parents which provides a specialist service for families of children with cerebral palsy and other motor learning difficulties. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
Ingfield Manor School aims to provide an environment in which children and young people feel that they are valued and empowered with the confidence and self-esteem to make choices and develop skills throughout their school career. This is enabled by the principles of Conductive Education and the dedication of a trans-disciplinary team who are committed to delivering the holistic curriculum. The highly trained and well-motivated trans-disciplinary team works cooperatively together to facilitate the children’s achievement and positive outcomes. The team consists of a teacher, physiotherapist, occupational therapist and speech and language therapist and team members with relevant qualifications. Regular input and support is provided by a range of onsite professionals including a teacher for the visually impaired, a teacher for the hearing impaired and a nursing team. The development of children’s communication skills is integral to the daily teaching routine with the use of a total communication approach including the use of vocalisation and speech, Makaton signing, symbols and communication books. Information communication technology is used to support communication, access to the curriculum and to provide experiences that enrich children’s learning. Structured and systematic communication and ICT pathways are in place to ensure the development of the children’s skills with onsite technical expertise. We also run the Ingfield Manor School for Parents. This provides a valuable service for families of babies and young children from birth to 5 years. It works in partnership with parents to help their children become active learners.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability||Y|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year
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