The Ark SEN unit at Mason Moor Primary School 

our mission: All children deserve to be educated in their local community; with their peers; studying a curriculum that enables them to make connections and to live independent lives.

Mason Moor Primary School is an inclusive school with an excellent community spirit. All children, regardless of their SEND or cultural background, have the opportunities to learn, socialise, be cared for and work alongside their peers in a supportive and nurturing environment. The Ark @ Mason Moor is a SEN unit for children from 5-11 years who have Autistic Spectrum Disorder/Speech, Language and Communication Needs and/or Social, Emotional Mental Health diagnoses. 

Any pupil attending The Ark SEN Unit will have been previously assessed by multi-agency professionals, and will have been issued an Education, Health and Care Plan. The nature of teaching at The Ark is inclusive and fully promotes and enables pupils to achieve their full potential; to learn to be healthy, sociable and tolerant of differences and disabilities, whilst promoting equality of opportunity irrespective of the child’s special educational needs.  At Mason Moor children are able to learn in a positive, nurturing and secure environment; enjoy coming to school and make excellent progress.

The Ark @ MASON MOOR admission CRITERIA

Admission to The Ark @ Mason Moor is managed by Southampton City Council. The Ark has a pupil capacity of 12 children. This is an established number with GIAS (Get Information About Schools) from the DFE. Consultations for places in our SEN unit take place between all stakeholders: parents/carers, Southampton City Council SEN team and the Headteacher. 

Parents who are provided with a place at 'The Ark @ Mason Moor' will be invited in for the annual 'September Intake' meeting where you will meet the Headteacher, SENCo and staff members who will support your child at our school.

WHY A SEN UNIT AT MASON MOOR?

Southampton's Special Schools are largely full. It is vital that children in Southampton have the same chance to attend a SEN provision as they do in other parts of the country.

• We want to give families choice over where they send their child to school.
• To make sure there is enough specialist support and special educational needs places for children across the city.
• There is evidence to show that the specialist knowledge of staff working within an SEN unit leads to a better quality of education for all pupils throughout a school.

What makes The Ark unique?

Throughout the school day, pupils will engage with a specialist timetable designed to optimise their academic and social learning within a flexible curriculum which is designed to meet their needs. Teaching and learning will be multi-sensory in order to support all learners and promote success.

Within the learning environment, pupils will have access to specialist resources and a bespoke outdoor learning space - built into their curricula provision - as well as opportunities to utilise on-site facilities including the hall for physical development and Cooking Area. 

Pupils will integrate within the wider school community as appropriate to their individual needs and skills and will be supported by trained staff to transition successfully. Pupils will build up to spending 50% of their timetabled day with peers in mainstream classes.

Key Features of the Ark SEND Unit:

• Individualised Learning Plans: Each pupil has a bespoke plan based on their specific needs as outlined in their EHCP. This is reviewed regularly and used to inform planning and assessment for each individual pupil.
• Staffing: Highly skilled and trained staff, including our EYFS specialist and SEND teaching assistants, work closely with pupils to implement these strategies.
• Collaborative Approach: Regular communication with parents, external professionals, and other educators to ensure a holistic approach to supporting the pupils.
• Inclusive Environment: A focus on creating an environment where every pupil feels valued, included, and able to achieve their best potential, adapting to the needs of each child.

GETTING TO KNOW YOUR CHILD

Just like we would with our EYFS children, we spend a lot of time getting to know your family, your child and their current learning profile ahead of transfer to Mason Moor in September. 

Our staff team will visit your child's current setting, or your home, to build a profile of understanding that enables all staff to be aware of your child and their transfer needs. Additionally, we may attend your child's annual review process or table meetings for a 'team around the child' to ensure multi-agency professionals can share information.

 

PRIORITISING PUPIL DEVELOPMENT

Communication and Interaction

Cognition and Learning

Objective: Enhance speech, language, and communication skills through tailored interventions. Strategies: Use of visual aids (e.g., symbols, pictures, sign language) to support understanding and expression. Small group sessions for speech therapy and language development. Structured opportunities for turn-taking, sharing ideas, and engaging in conversations with peers and adults. Social skills groups to encourage peer interaction and emotional understanding.

Objective: Support pupils with academic learning needs, ensuring access to the full curriculum at an appropriate level. Strategies: Differentiated lessons with additional visual and tactile learning materials. Use of hands-on activities to reinforce concepts (e.g., concrete resources, interactive lessons). Regular one-to-one or small group support to build confidence and understanding. Short, clear instructions and repetition to reinforce learning.

 

Social Emotional and Mental Health

Sensory and Physical

Objective: Promote emotional wellbeing and self-regulation for pupils with social, emotional, and mental health needs. Strategies: Incorporating mindfulness exercises, calming techniques, and safe spaces for pupils to regulate emotions. Regular check-ins with a key worker to build trusting relationships. Teaching of social-emotional skills, such as empathy, resilience, and managing frustrations. Positive reinforcement to celebrate achievements, no matter how small.

Objective: Address and accommodate any sensory or physical needs that affect participation and learning. Strategies: Providing sensory breaks and equipment (e.g., fidget toys, noise-cancelling headphones) to help students focus. Adapting classroom environment (e.g., dimming lights, quiet areas) to minimise sensory overload. Access to physical support as required (e.g., mobility aids, positioning aids). Adjusted PE and movement activities to cater to different physical needs and promote gross motor development.

CURRICULUM OVERVIEW - THE ARK

ASSESSING PUPIL PROGRESS IN THE ARK

As in our mainstream setting, all pupils are continually monitored with progress milestones recorded. These are shared with parents and carers.

In the following examples, Tapestry is used to record steps of progress for children working pre-key stage. In the examples note:

• The precise assessment of the skill and knowledge gained
• Next steps are used to ensure practitioners are continually thinking about the child's development.

WHO TO CONTACT

Email: theark@masonmoorprimary.co.uk

Telephone: 023 8039 0140