SPECIAL EDUCATIONAL NEEDS & DISABILITIES
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 and support is put in 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 adaptions and reasonable adjustments to their learning to be successful and that children learn at different speeds and in different ways over their time at school. Children with specific need may need a more bespoke programme of support. We want to let children learn at their own pace as much as is possible and we do this in many different ways through quality first teaching (understanding and supporting the context of the class and individual need), through bespoke 'keep up' support and through intervention for those with specific need. Although our SENDCo has oversight of the strategic SEND provision, it is our teachers that are responsible (with SENDCo guidance) for planning their own bespoke SEND provision for their pupils. Our offer is explained further down this page.
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At Long Lane Inclusion is not just an add on but part of our ethos. We want all children to feel included and part of everything we do. You can feel inclusion in our therapeutic approach, representation of protective characteristics, academic and quality first teaching, active learning approach, inclusive uniform and club offers and through individual and bespoke support.
Contact Details
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;
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Office@longlane.w-berks.sch.uk
01189427187
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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.
Our strategic model for SEND provision
At Long Lane, we believe every child should be supported to achieve the same high outcomes. To make this possible, our highly trained teachers and teaching assistants provide thoughtful, day-to-day adjustments, informed by their professional judgement, close collaboration with parents, and guidance from external specialists.
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This reflects our commitment to equity: ensuring each child receives the support they need to succeed, rather than treating every child the same.
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Long Lane SEND Support
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.
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It focuses on high-expectations, active engagement, and differentiated instruction to reduce the need for specialized 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.
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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
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Mini check in - stopping the class or a group to check their understanding and assess who may need more input
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Self and Peer Assessment - Pupils assessing own or peers work to see who is on the right track or confident about the learning
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Our teachers plan preceisely 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.
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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.
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Teachers will then review this provision each term to ensure that it is having impact.