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During 1972 further integration took place of many of the pupils into the main school for social
activities and for formal work continued. Plans were made for addition of the loop system to eight of the main
classrooms, the Hall and the Television Room together with the addition of radio microphones for some of
the children.
Residential Schools
Four children attend the Royal School for the Deaf in Margate, one child is at Mary Hare School
and one at Mill Hall School.
Partially Hearing Children in Ordinary Schools
There are a number of children who attend ordinary schools in Brent who are partially hearing.
These children are supervised by the Teachers of the Deaf who visit the schools and ensure that teaching staff
are fully aware of the particular difficulties these children experience. Children are seen regularly at Neasden
Audiology Unit and should any of them be failing educationally the Teacher of the Deaf brings this to the
notice of the team at the Audiology Unit. Arrangements can be made for additional help by the Teacher of
the Deaf or transfer to the Partially Hearing Unit if necessary. After a period of special help there the child
may return to ordinary school.
E. Educationally Sub-Normal Children
This group of children are now well provided for in special education. There is no waiting list for
either Woodfield or Manor Day Special School.
The total number of children included in both the categories Educationally Sub-Normal and Severely
Sub-Normal is 513 and this represents 1.1% of the total school population.
It is usually considered that near 1½% of the school population may require special education in
this category.
The number of children in the Severely Sub-Normal group is proportionately within the expected
range but children in the ability range for the educationally sub-normal is lower than expected. This may be
because children are being contained in ordinary schools or it may be that they are not being presented for
assessment to the Psychological Service.
Woodfield Day Special School
Woodfield School is a Secondary School for boys and girls with learning difficulties and can when full
accommodate 200 pupils.
The school is situated overlooking the Welsh Harp and is surrounded on three sides by fields and
parkland towards the Harp. The School has ample play and sports accommodation and pupils at the school
are outstanding in their athletic achievements.
At the end of 1972 there were 172 children on roll, 87 boys and 85 girls. During the year 22 boys
were admitted and 32 girls. Of this number 21 had transferred from Manor Primary School.
Twenty-six children left this school during the year, 21 at the end of their school career, one child
transferred to ordinary school, one to Tylney Hall, and one to Shaftesbury School in Harrow. Two children
left the district.
During the year staffing problems occurred in the school but there has never been any serious delay
in the admission of children following ascertainment.
Regular visits were made to the school during the year by the School Medical Officer and special and
routine medical inspections were carried out.
The School Nurse visited the school regularly and was involved in the health education given at the
school.
The Speech Therapist held regular sessions each week at the school to treat the children requiring
therapy.
Manor Primary School
The school can provide primary education for up to 200 children.
At the end of 1973 there were 82 children on roll and during the year 38 children were admitted
and 27 left. 21 of those leaving transferred to the Senior School at Woodfield, one to Residential School and
two other children moved out of the area.
There are three special diagnostic classes incorporated within the school, each accommodating 10
children.
These children may present several different handicaps ranging from emotional, intellectual, mild
physical, behavioural and social difficulties which would make adjustment to the Infant Class in an ordinary
school difficult.
In the small groups skilled teaching and loving care is provided to which the majority of the children
respond and after a period of six months to two years it is possible to assess the type of schooling most suitable
for each individual child. This is only undertaken after careful assessment by the medical, psychological
and teaching team.