SPECIAL EDUCATIONAL NEEDS & DISABILITIES
Our Vision – No Learner Left Behind
Our vision tag line is No Learner Left Behind and we really live this. At Long Lane, we have a number of thorough processes to ensure that children with need are identified early on. Support is put in place to ensure that they are able to "keep up" rather than "catch up."
In the first instance, we recognise that all children, from time to time, need adaptations and reasonable adjustments to their learning to be successful. We know that children learn at different speeds and in different ways over their time at school, and those with specific needs may require a more bespoke programme of support. We want to let children learn at their own pace as much as possible. We do this through quality first teaching, bespoke "keep up" support, and targeted intervention.
Although our SENDCo has oversight of the strategic SEND provision, our teachers are responsible (with SENDCo guidance) for planning the bespoke provision for the pupils in their care.
Inclusion
At Long Lane, inclusion is not just an add-on but a fundamental part of our ethos. We want all children to feel included and part of everything we do. You can feel this inclusion in our therapeutic approach, the representation of protective characteristics, our active learning approach, and even through our inclusive uniform and club offers.
Contact Us
Come and speak to our professionals
In the first instance if you have concerns about your child's needs, progress or provision, please contact the class teacher for a progress meeting (they will contact you if they have concerns). For initial and continuing advice you can contact the SENDCo directly or the office - details below;
Office@longlane.w-berks.sch.uk
01189427187
Meet the SEND Team
We are extremely fortunate to have a wealth of expertise and experience on our SEND team that supports our children and families with knowledge about SEND, support and strategies for their children. Our members are fully trained and support different aspects of the SEND process ensuring that provision is consistent and involves integrated thinking.
Alongside our SENDCo (Miss Penn), our Headteacher (Mrs Allison) is also a qualified SENDCo and inclusion lead. This means that we are able to identify needs before they are impactful and are able to provide early intervention and signposting that supports each individual child's needs. Mrs Syrad works closely with pupils and families to support the emotional side of these needs.
The team meet regularly to continue the strategic direction for SEND and our SENDCo supports staff with termly SEND meetings to guide their support. We believe that supporting inclusion is everyone's responsibility so, as well as this, our team of teaching staff and Teaching Assistants are highly skilled: teaching staff take accountability for their own provision of SEND for individuals and class support through our 'Class Needs Analysis' process which takes the context of the class into account before accurate and bespoke provision is layered through Quality First Teaching, Booster groups and Interventions for their own class which is both manageable and highly effective.
Miss Penn
Deputy Head, SENDCo & Mental Health Lead
Miss Penn is an experienced leader and teacher who holds the SENDCo qualification and responsibility for strategic SEND support in school, as well as being a Safeguarding lead. She will liaise with parents, teachers and outside professionals to ensure that pupils with SEND have what they need to support their learning and success in school. This can involve assessing and monitoring, making referrals and training staff.
Mrs Allison
Headteacher – Attendance & Therapeutic Behaviour Champion
Although Mrs Allison is not the named SENDCo in school, she also has a background in SEND in a number of schools and has a wealth of experience in this area. Mrs Allison is also the safeuarding lead and Behaviour and Attendance Champion. Mrs Allison takes on support for the strategic role and is responsible for shaping the 'No Learner Left Behind' vision for the school.
Miss Batchelor
SENTA & SEND Admin
Miss Batchelor is a teaching assistant, experienced in SEND approaches, interventions and assessments. Her role is to support Miss Penn with assessment, referrals, appointments and other SEND admin. She also supports some pupils with specific intervention.
Mrs Syrad
Autism Champion, Family Support Worker, ELSA
Mrs Syrad is our Autism Champion. She is trained in supporting children and staff in the school with ensuring that pupils with Autism are included and supported well through our pastoral and therapeutic approach. Mrs Syrad also has a wealth of expertise in Pastoral support and behaviour with her safeguarding, ELSA and FSW roles.
The Support we Offer
Quality First Teaching is a style of teaching that emphasises high quality, inclusive teaching for all pupils in a class. Quality first teaching includes differentiated learning, strategies to support SEN pupils' learning in class, on-going formative assessment and many others. It is what makes up many of the reasonable adjustments that we provide for our pupils.
It focuses on high-expectations, active engagement, and differentiated instruction to reduce the need for specialised interventions. Alongside this, staff use 'in the moment' strategies to support children keeping up with the lesson such as a scaffold tool (ie, writing frame) or 'live marking' to quickly assess who needs an extra input or boost.
Other 'In the moment' strategies;
Peel off Groups – Taking a section of pupils who need more explanation to work with an adult in the lesson
Mini check in – stopping the class or a group to check their understanding and assess who may need more input
Self and Peer Assessment – Pupils assessing own or peers work to see who is on the right track or confident about the learning
Our teachers plan precisely for their class using our 'Class Needs Analysis' tool. This allows them to analyse the context and profile of their class to assess what adjustments are needed. Teachers then plan specific strategies to support their class with this. For instance, additional speech and language support, or dyslexia friendly strategies.
After this teachers plan any bespoke provision for groups of children to ensure that they make age related expectations. For more complex and specific need they will arrange for children to be supported by precise intervention to bridge any gaps in learning. For pupils who are on the SEND register, parents will have additional meetings to discuss this support plan and the progress made.
Teachers will then review this provision each term to ensure that it is having impact.
Resources for Parents
Equity and Liberation through Inclusion
Inclusion is not just an add on to us, it is integral within our whole school ethos. At Long Lane we strive to support pupils seamlessly with the reasonable adjustments that they need in a discreet and inclusive manner.
We are committed to providing an equitable approach to education, ensuring that all children have what they need to achieve the same goals and access the same opportunities wherever possible.
We recognise that true inclusion goes beyond differentiation. By offering reasonable adjustments as part of universal provision, we create an environment where needs can be identified early and supported effectively. This approach also ensures that pupils who require additional support do not feel different or isolated.
We achieve this through a broad and varied curriculum that is:
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Essential for some
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Supportive for many
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Engaging and enjoyable for all
In doing so, we create a learning environment where every child can thrive, feel valued, and succeed.
For example, resources such as ear defenders, Ace dictionaries, classroom supports and movement breaks are available to anyone and are planned into class routines.
We call this approach 'Liberation'.
Even our Outdoor Learning and Play Zones are set up to support inclusive universal provision. Each zone has been carefully planned to support physical development, proprioceptive activities, movement breaks and social learning opportunities.
