Manor Green School

Manor Green School

Online Payment



First School

First School (Ladybird Cluster) is made up of the youngest students in the school, from Nursery through to Year 3.

We follow the Early Years Foundation Stage (EYFS) framework. The EYFS consists of seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial; these are the prime areas for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and be independent. The prime areas are: Communication and Language; Physical Development and Personal, Social and Emotional Development. There are also four specific areas through which the three prime areas are strengthened and applied. The specific areas are: Literacy; Mathematics; Understanding the world and Expressive Arts and Design.

Once a student has exceeded the Early Learning goals of the EYFS, they begin learning objectives from the Manor Green curriculum. These strands form targets on students’ individual ACE plans, which are reflected and updated termly. The ACE model is a holistic approach to student learning, which mirrors the EYFS framework of ‘Every Child Matters’. All classes in First School have a Learning Journey display to showcase students’ progress over a term. Students also have their own Learning Journey to record their progress over a year.

We use the Characteristics of Effective Learning model, alongside our Golden Rules, to celebrate and promote individual's attitudes to learn. We have a strong emphasis on learning through play throughout and our planning and teaching is guided by the student's current interest. Our weekly timetable ensures that phonics, mathematics, swimming and physical development is also embedded, as well as the student's individual therapy programmes.


Middle School 
Puffin AND Penguin CLUSTERS, Freedman, McKee, Llenas (ORCHARD CLUSTER), Dunbar and Morpurgo (USBORNE CLUSTER)

Middle School is made up of Year Groups 4-9. The classes are grouped according to student need and communication style. The curriculum delivers cross-curricular project based learning with the addition of Read Write Inc. and Number Counts in Puffin and Penguin Clusters, SCERTS in Usborne and Orchard Clusters and Real PE.

Project-based learning is a student-centred teaching method involving a dynamic classroom approach. It is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Our students gain knowledge and skills by working for an extended period of time (a long term) to investigate and respond to an engaging and complex project, problem, or challenge. As a result, they develop deep content subject knowledge as well as critical thinking, creativity and communication skills in the context of a termly project.

Our projects are based around the Enabling Enterprise’s Skills Builder, they develop the essential skills of our students such as Listening, Presenting, Problem solving, Creativity, Staying positive, Aiming High, Leadership and Teamwork. Subjects covered throughout the projects are English, Maths, Science, Humanities, PSHE and RE.  PSHE and RE are also covered through assemblies; Open the Book sessions and activities and celebrations throughout the academic year.

Physical development is delivered through the Real PE programme that focuses on fundamental movement. The areas covered are Physical, Social, Personal, Health and Fitness, Cognitive and Creative to encourage cross curricular learning. Physical development is also promoted through therapy targets, with some students also having rebound therapy. Additionally, we broaden the student’s experiences in physical development by inviting in outside agencies and coaches, as well as participating in local competitions and games.

This academic year’s projects are:

  • Construction Counts
  • Brilliant Books
  • Number Games

Read Write Inc.

At Manor Green School our mission is to encourage students to enjoy as much literature as possible. We aim to teach them to read, write and to keep reading. The Read Write Inc. Phonics Reading Programme is used to teach students to read accurately and fluently with good comprehension.

“With RWI everything connects: children connect sounds with pictures; words with their meanings; and stories with the sounds they know. They connect their own experiences to the stories they read and learn to lift words off the page. Children learn one thing at a time and practise it until it becomes second nature. Interactive practice keeps children focused, their capacity to learn develops exponentially.” Ruth Miskin Read Write Inc.

Numbers Count

Numbers Count is a programme that improves children’s mathematical skills. It is part of the National ‘Every Child Counts’ programme. Students receive intensive small group support to focus on improving, not only their mathematical skills, but also to help them to develop ways of learning that will help in all subjects.

Students receive a highly interactive and practical 30-minute lesson three times a week. The teacher will help them to develop mathematical vocabulary and to talk about how they do mathematics. Each student will take a short test with their Numbers Count teacher at the start and end of the programme, to measure their progress.


Upper School
Oxford and Phoenix clusters, Gravett (orchard cluster), Jeffers (usborne cluster)

Upper School is made up of Year Groups 10-14. The classes are grouped according to student need and communication style.

With the emphasis on preparing them for adulthood, students have the opportunity to participate in work experience both on and off-site and undertake further study exploring routes into work and the skills needed to communicate effectively within the work place. All Upper School students have the opportunity to work in the school café, gaining skills, experience and qualifications in food hygiene, preparation and customer service. There are also opportunities for supported internships, with some students working off-site in a large company a few days a week experiencing a rotation of roles from facilities to reception. Topics such as Fundamental British Values, Internet/Road safety and stranger danger are covered through the curriculum.

In Oxford Cluster, the emphasis is on ‘Independence’.  All students within this cluster are working towards accredited qualifications and developing skills to allow them to be independent adults.  The timetable is set around the core subjects, work-readiness, life skills and employability enrichment. Teachers set targets in Maths and English in addition to integrating individual targets based on their needs and therapies, they all gain an Entry Level or Functional Skill qualification in Maths and English and work towards an accreditation in PSHE.  Students also participate in enrichment pathways. ‘Purple Pathways’ give our young adults a choice in their learning and allow them to direct their extended learning by choosing an appropriate pathway, which in most cases has a linked accreditation. This year, students have been able to choose from Animal Care, Gardening, Duke of Edinburgh, Home Cooking, Kitchen Craft, ECDL (IT), DT, Sports Leaders and Coding. Learning is purposeful and is reinforced by real life opportunities where possible.

In Phoenix Cluster, classes are grouped according to student need. The cluster delivers a diverse curriculum based on the students’ destination. We have introduced a specially designed Life Skills’ curriculum that delivers cross curricular learning with four key areas such as Cooking, Personal skills, Domestic skills and Out and about/Travel training alongside functional Reading and Numbers Count sessions. During these practical sessions students cover basic and practical areas of English, Maths, Science, Humanities, RE and PSHE. The Framework is differentiated to meet the needs of the students; most areas of learning also link to the AQA Unit Award Scheme and ASDAN Towards Independence modules. These are designed to encourage students to develop a positive self-image, become able to recognise and deal with different emotions, improve social skills and independence skills. The units/modules are selected to match the ability of the students and the learning and are submitted for certification on a regular basis.

Some students may be keen to explore ‘moving on’ sooner. We help students to complete college applications, research courses and support them to make successful transitions when moving forward to achieve their goals and aspirations.


Specialist Department
Dunbar, Morpurgo, Jeffers (usborne cluster), McKee, Freedman, Llenas, Gravett (orchard cluster)

Students in the specialist department are working at pre national curriculum levels. Therefore there is a bigger emphasis and priority placed on developing functional communication, emotional regulation and independent life skills.

This is achieved by following the same curriculum as the middle and upper school but topics are differentiated to an appropriate level and assessed using SCERTs.

The SCERTS® Model is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD and related disabilities, and their families. SCERTS® focuses on building competence in Social Communication and Emotional Regulation as the highest priorities that must be addressed.

The SCERTS® Model Core Values and Guiding Principles:                     

  1. Highest priority - Development of spontaneous, functional communication abilities and emotional regulatory capacities.
  2. Principles and research on child development frame assessment and educational efforts. Goals and activities are developmentally appropriate and functional.
  3. All domains of a child’s development (e.g., communicative, socio-emotional, cognitive, and motor) are viewed as interrelated and interdependent.  Assessment and educational efforts must address these relationships.
  4. All behavior is viewed as purposeful serving a variety of functions (e.g., communication, emotional regulation). For children who display unconventional or problem behaviors, there is an emphasis on developing a range of supports for emotional regulation.  
  5. A child’s unique learning profile of strengths and weaknesses determines appropriate accommodations for facilitating competence in the domains of social-communication and emotional regulation. 
  6. Natural routines across home, school, and community environments provide the contexts for learning and for developing positive relationships. Progress is measured in daily experiences and routines.
  7. It is the primary responsibility of professionals to establish positive relationships with children and with family members. All children and family members are treated with dignity and respect.
  8. Family members are considered experts about their child.  Assessment and educational efforts are viewed as collaborative processes with family members.

In order to facilitate this we have high staffing levels and a very structured, minimalist environment. Our main aims and area of progress are within social communication and emotional regulation aspects of a student’s development.