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Marston Vale Middle School

Phase of education: Middle deemed secondary

School type: Academy converter

Gender of entry: Mixed


Who’s on the SEND Team?

The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.

The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents/carers, pupils, teachers, support staff and external agencies.

Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.


Our approach

We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.


How we achieve this

Provision for pupils with SEND begins with high quality first teaching. At Marston Vale Middle School (MVMS) we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.

In collaboration with parents/carers, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.

At MVMS value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupils through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.

There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.

We work in a flexible way to develop effective partnerships with pupils and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of Special Educational Needs and foster a culture of lifelong learning and independent living skills for all pupils.


Age range: 9 to 13


Who to contact

Contact Name
Mrs Guiney
Contact Position
Assistant Head teacher with responsibility for Inclusion (SENDCo)

SENDCo has a teaching timetable. Please allow 24 hours for a response to any emails.

Where to go

Marston Vale Middle School
The Crescent
MK43 9NH
Get directions

Other Details

Age Bands
11-14 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Marston Vale Middle School has strong links with feeder schools so there is ongoing conversations about pupils transferring. If a child had SEND support at Lower School, Marston Vale Middle will ensure that all information is shared and support continues.

If parents/carers would like to raise a concern, please contact the pupils form tutor in the first instance or the class teacher for a particular subject of concern.

We will have an early discussion with the pupil and their parents/carers when identifying whether they need special educational provision. These conversations will make sure that:

● Everyone develops a good understanding of the pupil’s areas of strength and difficulty

● We take into account the parents’ concerns

● Everyone understands the agreed outcomes sought for the child

● Everyone is clear on what the next steps are Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents/carers when it is decided that a pupil will receive SEN support and a Learning Plan will be co-produced.

How will early years setting/school/college staff support my child/young person?

We have nine teaching assistants who are trained to deliver interventions/boosters.

Teaching assistants will support pupils on in lessons when they have an EHC Plan.

Teaching assistants will support pupils in small groups when pupils are in lower ability sets for English and Maths or a pupil has been placed in an intervention/booster. We work with the following agencies to provide support for pupils with SEN:

● Autism Advisory

● Local authority SEND teams

● Educational Psychologists

● Specialist teachers for sensory impairments

● Child Development Centres

● Counsellors

● District nurse

● Voluntary organisations

● Behavioural specialist



How will the curriculum be matched to my child's/young person's needs?

We make the following adaptations to ensure all pupils’ needs are met:

● Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.

● Adapting our resources and staffing

● Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

● Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

● Access to technology for learning, e.g. laptop, Kindle or iPad

● Grouping of pupils according to their ability for English and Maths

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENDCo to carry out a clear analysis of the pupil’s needs. This will draw on:

● The teacher’s assessment and experience of the pupil

● Their previous progress and attainment and behaviour

● Other teachers’ assessments, where relevant

● The individual’s development in comparison to their peers and national data

● The views and experience of parents/carers

● The pupil’s own views

● Advice from external support services, if relevant


The assessment will be reviewed regularly and parents/carers will receive progress reports throughout the year.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

If a pupil is placed on the SEND list, a Learning Plan detailing SMART targets set and the provision required will be coproduced with the SEND team, parents/carers and pupils. These will be reviewed termly.

To obtain involvement from other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting pupils' SEN and supporting their families Early Help Assessments (EHAs) can be opened. An (EHA) is designed to help a child receive the right support at an early stage and is sent to a panel at the Local Authority. While the EHA is open, parents/carers are required to attend progress meetings every 6 weeks. For all EHAs, please contact Alison Allen.

What support will there be for my child's/young person's overall well being?

At Marston Vale we have a strong pastoral system. Each pupil will have a form tutor who is the first port of call for pupils and families. There is allocated pastoral time each morning and at the end of the day for pupils to see their form tutor.

The school also have two rooms for well-being:

● The Haven – quiet area for pupil reflection

● The Learning and Inclusion Centre (LINC) safe area in the school for pupils to come for a time out or to speak to someone from the pastoral team

We provide support for pupils to improve their emotional and social development in the following ways:

● Pupils with SEN are encouraged to be part of the school council

● Pupils with SEN are also encouraged to be part of lunchtime clubs run by teaching assistants to promote teamwork/building friendships etc.

● Pupils with SEN are also encouraged to speak to Mrs Pither and Mrs Allen (Pastoral Support Workers) about any issues if their form tutor is not available or is unable to resolve the issue.

We have a zero tolerance approach to bullying.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

We have specialist staff for first aid, dyslexia, phonics, behaviour management and the use of restraint.


What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All staff have regular training regarding SEND throughout the year as part of the INSET Model. This is either delivered by the SENDCo or external agencies.

The SENDCo has successfully completed the National Award for the coordination of SEND (NASENCO). They are allocated six hours per week to manage SEN provision.

The maternity cover for SENDCo is supported by a highly experienced SENDCo from an outstanding school in the Chiltern Learning Trust.

We have a team of teaching assistants who are trained to deliver SEN provision. Staff receive weekly CPD drip fed through a school bulletin.

How will my child/young person be included in activities outside this classroom including school trips?

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

All pupils are encouraged to take part in sports day/school plays/special workshops, etc.

No pupil is ever excluded from taking part in these activities because of their SEN or disability. The school's accessibility plan can be found on the school website and information about medical Care Plans. This ensure that no disabled pupils from being treated less favourably than other pupils

How accessible is the setting/school/college enviroment?

The schools accessibility plan can be found on the school website and information about Medical Care Plans. This ensure that no disabled pupils from being treated less favourably than other pupils

Wheelchair accessible? Y

Changing facilities for children & Young People? Y

Adapted toilet? Y

Hearing Loop? N

Hoist? N

Minicom? N

1:1 staff ratios if needed? N

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We will share information with the school or other setting the pupil is moving to. We will agree with parents/carers and pupils which information will be shared as part of this.


● Extra tours of the school

● Year 4 transfer days are well planned with extra TA support

● The SENDCo attends reviews where necessary at the lower schools

● TAs from MVMS visit lower schools to see pupils in their current environment


● There are frequent meetings to discuss the needs of specific pupils and the best way to introduce the pupil to this next phase

● Learning Plans are reviewed and the SENDCo from the upper school are invited to attend

● ‘Passport Programme’ with Wootton allows specific SEND pupils to have additional transition days 

● Year 8 transfer days are well planned with extra TA support

● TAs from upper schools visit pupils at MVMS

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SEND budget is allocated per year and issued to provide additional support or resources for an individual’s needs. For example specific resources (overlays, fiddle toys) and equipment (electronic sewing machine and electric chairs that change height). Where possible, the site is wheelchair friendly. Equipment and facilities can be accessed through discussions with the SENDCo.

If parents/carers provide pupils with their own ICT equipment which is pre-agreed with the SENDCo, the school is unable to take any responsibility for any loss or damage.

How is the decision made about what type and how much support my child/young person will receive?

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

● Is significantly slower than that of their peers starting from the same baseline

● Fails to match or better the child’s previous rate of progress

● Fails to close the attainment gap between the child and their peers

● Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents/carers. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

How are parents involved in the setting/school/college? How can I be involved?

Parents evenings once per year

A meeting with a member of the SEND team twice per year

Regular coffee mornings through-out the year