About us
We specialise in supporting children with a wide range of learning difficulties and disabilities, including cerebral palsy, visual impairment, hearing impairment, and complex medical needs. We also provide secondary provision for children with social, speech, and language communication difficulties.
Overview
Recognised as one of the leading centres for Conductive Education in the UK, we offer extensive specialist facilities and are committed to providing an exceptional learning environment.
Early Years
Ingfield Manor Early Years provision (Ages 3-6)
Pre-school, Reception and Year 1.
Children are encouraged to actively develop a range of essential foundation skills that will support their future learning. Teaching follows the Early Years Foundation Stage (EYFS) curriculum, embedded within a Conductive Education framework and supported by fully integrated therapy.
Provision is delivered by a skilled trans-disciplinary team. Children are challenged and supported to learn through play, with active participation fostered within a structured daily routine.
Small group learning, combined with a high staff-to-pupil ratio, ensures a dynamic and individualised approach to education. Tasks are broken down into manageable steps, giving each child frequent opportunities to participate as an active learner and to experience success. Motivation to learn is further strengthened through the friendships and social interaction skills children develop within a peer group of similar learning needs.
Primary
The Primary department at Ingfield consists of three learning groups: Tigers (Year 2/3), Lions (Year 3/4), and Leopards (Year 5/6). Pupils develop their self-esteem as they learn alongside peers with similar physical and communication needs.
The national curriculum is taught in small classes of typically 6–8 pupils, delivered by skilled teachers who differentiate learning to meet the individual needs of each group. Half-termly or termly learning journeys provide the framework for planning and delivering the curriculum.
Each day starts with a motor learning lesson which enables the pupils to gain independence through the completion of a series of physical tasks; this learning is then transferred throughout the rest of the day. Communication is integral throughout the school day. Synthetic phonics and mathematics are taught and reinforced throughout the week.
All pupils use ICT to access the curriculum and therefore their access needs are assessed, monitored and modified regularly by the transdisciplinary team.
Each day begins with a motor learning lesson, enabling pupils to develop independence through the completion of a series of physical tasks. These skills are then reinforced and transferred throughout the rest of the day. Communication is embedded across all learning, with synthetic phonics and mathematics taught and consolidated regularly each week.
ICT is used by all pupils to access the curriculum, with individual access needs assessed, monitored, and adapted on an ongoing basis by the trans-disciplinary team.
Secondary
Within our Secondary Department, the ethos of Conductive Education is embedded across all aspects of the school day. Our approach is designed to ensure that all students are:
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Engaged in their own learning and development
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Enabled to achieve to the best of their ability
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Empowered to become independent thinkers with the confidence to share their views
With a skilled trans-disciplinary team, high staff-to-student ratios, and a rich, individualised learning environment, we provide a dynamic approach that unlocks each student’s potential.
Our integrated curriculum is personalised to maximise individual progress, supporting students to develop independence and problem-solving skills in key areas such as communication, physical ability, cognition, and emotional and mental wellbeing.
In Years 7 and 8, we tailor courses to the interests and abilities of our students. This includes programmes such as:
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WJEC Personal Progress
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City & Guilds Entry Level Award and Certificate in Effective Augmentative and Alternative Communication
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Open Awards Accessible ICT
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WJEC Entry Pathways across a range of subjects, including English and Maths (Entry Level Certificate)
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GCSE English and Maths for students working at the appropriate level
Sixth Form
(Ages 16-19 years)
Within our Sixth Form, the Conductive Education framework underpins everything we do. We support students to raise their aspirations, develop the skills needed for adult life, and optimise their future opportunities. Our aim is to help every student become as independent as possible in the areas of:
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Communication
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Physical skills and ability
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Cognition
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Emotional and mental wellbeing
Our person-centred approach identifies what is important to each young person, enabling personalised learning and support programmes to be developed. Emphasis is placed on applying and strengthening the functional skills learned in earlier key stages. Each student follows a bespoke curriculum, designed to help them progress to their full potential.
Alongside preparing for adulthood, students are able to build upon existing qualifications and work towards higher levels, or explore new programmes of study. Options include:
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GCSEs and Entry Level Certificates in English and Maths
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City & Guilds Entry Level Award and Certificate in Effective Augmentative and Alternative Communication
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WJEC Entry Pathways in Independent Living, Humanities, ICT, and Science
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Open Awards Accessible ICT
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WJEC Personal Progress qualification (for students following our sensory curriculum)
In addition, Sixth Form students have the opportunity to connect with and care for the natural world through the John Muir Award. This structured yet adaptable scheme encourages awareness, responsibility, and a spirit of fun, adventure, and exploration in wild places.
Other Learning Groups
School for Parents
Our School for Parents service offers free sessions for families with children aged from a few months to 5 years who have motor learning difficulties.
Working in partnership with parents, the service supports children with cerebral palsy, other motor learning difficulties, and associated learning needs. Parents are provided with practical advice and solid support in a positive, encouraging environment, empowering them to play an active role in their child’s learning journey.
Woodview
Woodview is our specialist hub for children and young people with speech, language, and communication needs. At present, we provide provision for a Year 7 and Year 8 cohort.
Success Stories
Charlie
Charlie has been part of Ingfield since the age of four. Living with cerebral palsy, he has always demonstrated a positive, can-do attitude and has achieved so much during his time with us.
Known for his kindness and willingness to help others, Charlie has built strong friendships and loves sharing stories about his assistance dog, Tegan.
Over the years, Charlie has made steady progress, but this year marks some of his greatest achievements yet — securing and passing two GCSEs in Maths and History. Remarkably, he accomplished this while also recovering from major surgery earlier in the academic year. Against all the odds, Charlie was soon back practising his physical skills, showing resilience, determination, and true Ingfield spirit.
Wilf
This year, Wilf began staying overnight at school in our Acorns residential provision. He quickly settled in and has become a much-loved member of the Acorns family.
Since joining Ingfield Manor School, Wilf has made phenomenal progress and continues to flourish. Supported by a dedicated team who truly understand his character, developmental stage, needs, and motivators, he has thrived within our holistic approach to learning.
Through the principles and practice of Conductive Education, Wilf has shown remarkable progress across all areas of his development. This growth has been so significant that, earlier this year, his paediatrician was able to confidently reclassify the severity of his physical needs — a milestone achievement that reflects his hard work and determination.
How we work
Transdisciplinary Team Approach
Our staff work collaboratively using a transdisciplinary team approach. This means professionals share roles, blending skills, teaching, and learning to provide a truly holistic experience. The team meets weekly to review each student’s individual journey, always considering the child or young person within the wider context of their family and environment.
Conductive Education
A large part of our curriculum is based on the theory and practice of Conductive Education, which is firmly embedded across the school. All students — aside from those in our Woodview provision — take part in Conductive Education. This ethos supports pupils to develop independence and to live as active, purposeful individuals. Conductive Education is an educational and holistic approach designed to meet the needs of children with cerebral palsy and other neurological motor disorders.
Physiotherapy
We directly employ physiotherapists who work alongside children and young people across all departments throughout the school day, helping them to access the curriculum fully.
Physiotherapy supports pupils to optimise movement and function by:
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Promoting active movement
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Developing range of movement in joints and muscles
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Building strength
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Improving balance and posture
Occupational Therapists
Our Occupational Therapists (OTs) work with children and young people to enable them to participate fully in daily life, supporting their health, wellbeing, and independence. Daily life is made up of many meaningful activities, or ‘occupations’.
For children, these occupations may include:
• Education
• Play
• Personal care and self-help skills
– Sleeping
• Communication and social interaction
Nursing
Our qualified nursing team ensures that all children and young people can access every aspect of the curriculum by meeting their healthcare needs throughout the school day. By working closely with families and colleagues, the nursing team provides a safe, supportive environment where pupils can focus on learning and development.
Speech and Language Therapy
The Speech and Language Therapy team plays an integral role in transdisciplinary practice at Ingfield Manor, providing support across all age groups. Our focus includes both Speech, Language and Communication Needs (SLCN) and the assessment and management of Eating, Drinking and Swallowing (EDS).
Central to this work is skilled assessment and goal setting, ensuring advice and strategies are embedded into each learner’s daily programme. We place strong emphasis on working in close partnership with families, keeping up to date with treatment regimes, and liaising promptly if any healthcare concerns arise. This collaborative approach helps every child make the best possible progress.
Hearing Impairment
We ensure that students with hearing loss are supported to maximise their listening and communication opportunities throughout the school day, within the ethos of Conductive Education.
Our trans-disciplinary team provides targeted support and training across the school, working closely with external professionals and NHS services. We also receive half-termly visits from the Ewing Foundation, which helps staff develop the skills and confidence needed to support deaf children in using their residual hearing, accessing technology, and developing natural spoken language wherever possible.
Visual Impairment
Our sensory support teacher plays a key role in supporting students with visual impairments, advising on strategies for curriculum access and independent learning. This includes guiding the work of staff, providing ongoing advice, and assessing each student’s functional vision. Where appropriate, we liaise with opticians, ophthalmologists, and other specialists involved in a child’s care.
To enhance access and learning, we provide a wide range of specialist resources, including a sensory room, colour tents, blackout tents, light boxes, UV lighting, and a variety of high-contrast and colourful materials.
Technology Communication
Information and Communication Technology (ICT) plays a vital role in the lives of our pupils and students, and the school is well equipped to meet these needs.
Working in partnership with local Specialist AAC Assessment Hubs, we ensure that every pupil has access to appropriate communication aids (both high-tech and low-tech), as well as training and support to build essential skills for the future.
Our Ethos
Vision
At Ingfield, every child and young person is valued for who they are. We are committed to ensuring that all pupils have equal access to opportunities and activities, enabling them to achieve to the very best of their abilities.
Mission
Ingfield Manor School provides an environment where children and young people feel valued as individuals and as active learners. We aim to empower them with the confidence and self-esteem to communicate, make choices, and develop lifelong skills throughout their school career and beyond.
Our Values
We expect all pupils and students to:
• Respect one another in how they speak and act.
• Show respect to adults.
• Care for one another by letting an adult know if they are worried about a peer.
Our Team
At Ingfield, we share a common passion for the work we do and a deep commitment to supporting our students to be the very best they can be — whatever their individual needs and challenges.
Senior Leadership Team
It is of the highest privilege to be the Principal of Ingfield Manor School and to work with such inspirational young people and staff.
With over 20 years in education, I began my career as a secondary Music specialist and have since worked across all age phases and specialist settings. For the past 12 years, I have led schools as a Headteacher in both Sussex and Exeter.
I am passionate about nurturing every child’s potential and strongly believe in the power of community, kindness and meaningful connection.
My Vision for Ingfield Manor is to build upon its existing strengths ensuring that we continue to be a centre of excellence for Conductive Education. I am deeply committed to ensuring that every young person feels valued, safe and empowered to reach their full potential and where each individual is supported to grow in confidence and self-esteem, and empowered to develop lifelong skills.
I am devoted to driving this amazing school forward and supporting our exceptional staff as we continue to deliver the highest standards of care and education which sits at the heart of our school.
Liz Brown
Principal
Clare Mordue
Head of School
Having worked at Ingfield Manor School for over five years, I started my life here as a teacher and I have recently embraced the role of Head of School with immense pride and dedication. From the moment I first stepped through the doors, I knew I had found a place where I could truly make a difference.
I am deeply passionate about fostering an environment where every student is recognised as a valued individual, encouraged to be active learners, and empowered to build the confidence and skills necessary to thrive, both during their school years and beyond. I have witnessed first-hand what a truly magical place Ingfield Manor School is and am proud to say that I am part of that magic!
Tracey Francis
Head Of Care
I first joined the Ingfield family as a member of the nursing team, a long time ago! My next role was as the senior nurse and now my current role is Head of Care, overseeing Acorns, our residential provision.
I am passionate about nurturing and developing Acorns, the school and the amazing service it provides. I have seen first-hand the positive impact that conductive education has on the young people and families that we are lucky enough to support.
Cath Mattison
Head of Therapies
I am delighted to be part of this wonderful school, having joined IMS in January
2025. I am a Speech and Language Therapist with many years of experience in a
variety of settings and managerial positions in latter years. I am also an ex-
nurse, having trained and worked as a Registered General Nurse in Bristol in the
1980s and 1990s before training as a Speech and Language Therapist in
Edinburgh.
I am passionate about leading the Therapy Team to provide a high-quality holistic
service, supporting the students to reach their potential and thrive. Together, we
deliver a trauma-informed, specialist therapeutic approach which enables
students to feel safe, happy and confident. We encourage each individual to be
proud of their achievements and ensure they feel valued. What a great place to
work!
Elspeth Cloake
Safeguarding & Family Liaison Lead
I am proud to be part of the leadership team at Ingfield Manor School as the Safeguarding and Family Liaison Lead. With 18 years of experience in SEND education, including 8 years leading pastoral and behaviour support and 7 years in safeguarding, I am passionate about creating safe, inclusive environments where every child can thrive.
I believe safeguarding is everyone’s first responsibility and my approach is rooted in trust, consistency and strong communication with students, families and staff.
From my first visit, I was struck by the school’s warmth, care and commitment to its pupils. I’m excited to be part of this incredible team, working together to ensure every young person feels safe, valued and supported.
Paul Mewis
Operations Lead
I joined the Ingfield family in 2025 following a period managing a school in Surrey. With over 35 years of experience leading organisations across a range of sectors—including care, banking, professional services, and logistics—I have consistently focused on enhancing operational performance and processes while fostering positive, supportive and enjoyable workplace cultures.
At Ingfield, I am continually inspired by the dedication, professionalism, and commitment of our team, whose work empowers our incredible students to reach their full potential. My role is to ensure we maintain the most effective and positive operational environment to support and strengthen the exceptional work happening across our school community.