Long Lane Primary School

Maintained 1.1 How does the school identify children/young people with special educational needs and disabilities?
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age

(SEND Code of Practice 2014)

Children with SEN may be initially identified in a range of ways:
- Class teacher observations or assessments
- Parental concerns, observations or findings
- Whole school monitoring carried out by the leadership team
- The school assessment cycle of core subjects
- West Berkshire assessment pack for Literacy or Maths.
Maintained 1.2 What should I do if I think my child has SEND?

If you have any concerns about your child's learning and/or development, always speak to their class teacher first. They will let you know how they are supporting your child in school and may have suggestions about what you can do to help at home. This could be a quick chat at the end of the day, or you could request a meeting to be arranged at a mutually convenient time via the school office. You may also wish to approach your GP or Healthcare professional if you feel that would be more appropriate. It is advisable to have your child's hearing and vision checked, to rule out issues here. If your child continues to have difficulties, the class teacher will discuss this with the school SENCo (special educational needs co-ordinator) and a more formal plan may be put into place to support your child. You will be informed and involved with each of these steps.
Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

The first point of contact if you wish to discuss something about your child is always your child’s class teacher.

Or you may contact the school office - email office@longlane.w-berks.sch.uk or telephone 0118 942 7187
Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

The school Family Support Worker is available to liaise directly with parents - email familysupport@longlane.w-berks.sch.uk
Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Please visit our website to find a list of local support available for many aspects of parenting.

If you are unable to find the support you need, please contact our Family Support Worker -email familysupport@longlane.w-berks.sch.uk
Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

We understand the importance of building an effective team between home and school, to best support a child's learning. Therefore, we are always grateful for your feedback, whether positive or negative. When support has worked well it is great to be able to share positive feedback with staff. This can improve provision and outcomes for other children as well as your own child.Please email any comments to office@longlane.w-berks.sch.uk

Parental feedback is also sought using questionnaires and “Parent View”.

Should there be a need for a formal complaint, please refer to the complaints policy on the school website or contact the school office at office@longlane.w-berks.sch.uk

Maintained 2.1 If my child is identified as having SEND, who will oversee and plan their education programme?

The class teacher will oversee the plan of education. Support is planned and reviewed by the class teacher, in collaboration with parents, SENCo and, where possible, the pupil themselves. When a special educational need is identified, your class teacher will take suitable action to support this need by providing high quality teaching, adapted to meet the needs of your child. If appropriate, the teacher may put an evidence-based intervention in place. Interventions have a set of criteria to meet to decide if they are suitable. Reviews of the progress made and adaptations to the support provided will take place as required, these reviews will be shared with you. The class teacher will be supported by the SENCo throughout this process.
Maintained 2.2 How will I be informed / consulted about the ways in which my child is being supported?

If your child is identified as having a special educational need, the class teacher will meet with you at least three times a year to discuss the ways in which your child is being supported. There may be additional informal written or verbal communication as required. You are encouraged to offer your views, suggest ideas or ask questions. The class teacher will write a Support Plan, which will indicate the ways in which your child is being supported, which will be shared with you.
Maintained 2.3 How will the school balance my child's need for support with developing their independence?
Your child’s Support Plan will include strategies to improve their independence such as providing reminders or resources in daily class teaching. Adults working with your child will support independence in complementary ways:
- Teachers plan for independence as a learning goal.
- TAs are trained to support self-reliance, not dependency.
- SENCos coordinate training and resources to ensure pupils with SEND are progressing toward appropriate levels of autonomy.
Maintained 2.4 How will the school match / differentiate the curriculum for my child's needs?
Your child’s teacher will use their knowledge of your child coupled with their assessments to support your child in accessing the curriculum.

This could be by:
- Using teaching techniques (such as simplifying the language, pre-teaching, providing thinking time, over learning etc)
- Providing helpful resources (such as supportive cues, checklists or reminders, or providing alternative methods of recording)
- Organising the classroom (minimising clutter and 'busy' wall displays, displaying a visual timetable, planning seating arrangements, changing the background colour of screens etc.)
- Setting work at an appropriate level - considering small steps of learning, scaffolding and adapting tasks to make them manageable
Maintained 2.5 What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
The school will draw on a range of strategies to support individual need. Often teaching strategies are suggested by an external professional following their assessment of your child. If this is the case, these strategies will be outlined on the Support and Achievement Plan and implemented in the classroom.

Examples of strategies used are:
- Using visual aids to reinforce learning
- Planning movement and sensory breaks to support regulation
- Considering where the child is positioned in the classroom to enable them to better access the information they need.
- Personal timetables to support a bespoke provision
- Planned transitions to support moving on to a new class
- Creating memory aids to help children to recall lesson content
- Providing resources to help with motor skills such as Theraputty, pencil grips, writing slopes and wobble cushions.
Maintained 2.6 What additional staffing does the school provide from its own budget for children with SEND?

Each class teacher is supported by a teaching assistant to provide support for children with SEN. We also employ Higher Level Teaching Assistants (HLTAs), a trained Emotional Literacy Support Assistant (ELSA) and a SEN Assistant. We are investing in an ongoing programme of CPD for our support staff and are pleased to be involved in the West Berks Autism Champion programme.
Maintained 2.7 What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?

Nuffield Early Language Intervention, 1-to-1 and small group
Read Write Inc 1-to-1 phonics
Language For Thinking, 1-to-1 or small group
Talking Partners (language development), small group
SPRINT, 1-to-1 reading
Snap on to maths, 1-to-1
STAR reading, 1-to-1 S
NIP spelling and reading, 1-to-1
Numicon Breaking Barriers (maths), 1-to-1
Write From the Start (handwriting), 1-to-1 or small group
Speed Up Handwriting, 1-to-1 or small group
Maintained 2.8 What resources and equipment does the school provide for children with SEND?

Additional resources may be provided following specialist advice such as resources to address sensory processing difficulties. Children will be given access to specialist resources based on the individual needs of the children for example, sloping surfaces, pencil grips, ACE dictionaries, coloured overlays etc. The school has equipped three spaces within the school building which may be used as breakout rooms for children with SEMH needs, who need some time away from the class group.
Maintained 2.9 What special arrangements can be made for my child when taking examinations?

Access arrangements are made in line with criteria set out by the DfE. Decisions will be made by the class teacher, SENDCo and leadership team based on the individual needs of the children.

Maintained 3.1 How will the school monitor my child's progress and how will I be involved in this?

The class teacher undertakes regular assessment of children’s progress. This is based on a combination of observations of children, questioning, monitoring independent work, tests and feedback. If your child is undertaking an intervention, they will be assessed before and after the intervention period, which will indicate the amount of progress that has been made. In addition, some children may complete the SENCo assessment pack in literacy or numeracy and carry out standardised assessments on a termly basis. Again this will show the amount of progress that has been made and indicate the next steps for development. Your class teacher will explain the progress your child is making during SEN meetings or at each of the two parent consultation meetings per year and in their end of year report. Termly reviews of the Support Plan are a collaboration between school and parents and your input will be welcomed.
Maintained 3.2 When my child's progress is being reviewed, how will new targets be set and how will I be involved?

At the review meeting of your child’s Support Plan your child’s teacher will have prepared a draft set of new targets ready for the next plan. At the meeting, these targets will be refined and confirmed with your input. If your child has an EHC plan, you and your child will be invited to contribute to the annual review of the plan.
Maintained 3.3 ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

Your child’s Support Plan will be discussed with you once per term in a meeting. This may take place in an extended parental consultation meeting, or take place at another time. The class teacher may approach you at other points in the year to discuss progress through an informal conversation after school or you may approach the teacher yourself or via the school office.

Parents are also encouraged to visit their child’s class and look through exercise books at our 'Welcome Time' events. This is another opportunity for you to see the progress that is being made.
Maintained 3.4 What arrangements does the school have for regular home to school contact?

Normal school to home contact includes a range of newsletters from the Head teacher, reading diaries, ParentMail, the school website or emails, we also have a twitter feed that is updated regularly with things going on at school. Short messages may be passed on at drop off and pick up times, however longer meetings should be arranged via the school office as it is difficult for teachers to give you their full attention during these busy periods. When appropriate, an individual home to school contact book or arrangement could be put in place. For example in cases of raising self-esteem or monitoring behaviour, a chart, note home or contact book may be used. These strategies will be used if it directly links to the needs of the child and is offered by the class teacher.
Maintained 3.5 How can I help support my child's learning?

We would expect you to support your child’s learning by encouraging your child to read to you each day and also reading books to your child, by supporting them in the completion of any home learning set, by checking that they understand what they need to do and providing a quiet place for them to do their homework. It may be appropriate for you to support with practising any aspects of learning identified by the class teacher such as spellings or maths facts, which contribute to a specific learning target. The Support Plan has space to include practical, family friendly ideas to support learning at home. This will be discussed when you have your termly meetings. Where appropriate, external specialists such as Speech Therapy Professionals, Paediatricians or Educational Psychologists will also include advice for how parents can support children’s learning at home in their reports.
Maintained 3.6 Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

We try to offer a range of opportunities for parents to engage with their child’s learning. These may include special information evenings, parent workshops during the day and every year during the summer term, we hold a Welcome Evening to inform parents about what each year group will be learning the following year, as well as meeting their new teachers. We may also email parents with local events that are taking place, if it is relevant.
Maintained 3.7 How will my child's views be sought about the help they are getting and the progress they are making?

Your child will be encouraged to share their views each term when their Support Plan is reviewed. The class teacher will ask them about what they enjoy, what they feel they are successful at, what they find difficult and what they need support with. The SENCo will also seek pupil's views about the SEN support they receive.
Maintained 3.8 What accredited and non accredited courses do you offer for young people with SEND?

Not applicable.
Maintained 3.9 How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
At Long Lane, the effectiveness of SEND provision is assessed through regular monitoring of pupil progress, including intervention tracking, class assessments, and termly reviews of Support and Achievement Plans (SAPs) using the Assess–Plan–Do–Review cycle. The SENCo observes provision in practice and meets termly with class teachers to review outcomes and ensure strategies are effective. Pupils are involved in shaping their own support through target-setting and feedback, while parents contribute during termly SEN reviews, EHCP annual reviews, and through wider forums like PALS and coffee mornings ensuring a collaborative and person-centred approach to SEND.

Examples of monitoring undertaken are:
- SENCo observations to monitor high quality class teaching
- SENCo and class teacher observations of children on the SEN register to monitor effectiveness of their Support Plan
- Collecting and analysing data of the SEN cohort against peers and nationally
- Collecting and analysing data about the progress made in each intervention
- SENCo meeting with SEN governor
- Whole class assessment and monitoring cycle, including teacher assessment
- Pupil progress meetings are held termly and data is checked half-termly
- Data is checked for patterns and trends in both achievement and progress

Maintained 4.1 What support is available to promote the emotional and social development of children with SEND?

We aim to create an environment which is supportive of well being throughout the school community. Strategies to support positive mental health and well being will be taught during assemblies and PSHE lessons. Children with SEN may need additional support and this is based on the individual needs of the child. If it is deemed appropriate we can support children with group or individual emotional literacy support (ELSA) which can address a range of needs such as making friends, feeling different, dealing with anger, coping with change and other emotional support.

In addition, the class teacher will monitor the emotional well being of SEN children and use a range of strategies in daily teaching to promote self-esteem, resilience and independence.

Please also refer to our Anti-Bullying Policy.
Maintained 4.2 What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

The school follows a therapeutic approach to behaviour management, enabling teachers and support staff to take a supportive role in managing behaviour. Support will include staff helping children by using co-regulation strategies, assisting with the repair of replationships, and exploring educational consequences to support social and emotional development. Please refer to our Behaviour Policy.
Maintained 4.3 What medical support is available in the school for children with SEND?

Medical support will be dependent on the exact needs of the child at the time. Advice will be taken from professionals who are supporting the child’s needs. Where appropriate, an Individual Healthcare Plan will be developed in consultation with parents and relevant medical professionals. First Aid is available to all children and we have staff trained in asthma, epilepsy, severe allergic reactions and administering an Epipen.
Maintained 4.4 How does the school manage the administration of medicines?
Special arrangements are made for Anaphylaxis and Diabetes medicines, which will be administered only by designated and trained persons; the list is held by the school office. Other medicines may be administered by any responsible member of staff.

If a child needs to take regular medicines or to receive treatment during the school day, parents must complete a Medical Form. Staff will then follow the instructions given on the form. All medicines administered or treatments carried out will be recorded on Evolve by the responsible member of staff. Parents are sent a text message to inform them of the date, time, amount and name of medicine administered. Where possible, another member of staff should be present to witness the administration of medicines.

Commercially available medicines such as pain killers (e.g. Calpol) will only be administered after consultation with parents. When such action is deemed appropriate the school office will contact the parent to discuss the situation and gain permission to administer the specific remedy and the agreed dosage.

Prescribed medication will not be accepted in school without complete written and signed instructions from the parent. Each item of medication must be delivered to the Head Teacher or Authorised Person, in normal circumstances by the parent, in a secure and labelled container as originally dispensed. Each item of medication must be clearly labelled with the following information:
- Pupil’s Name
- Name of medication
- Dosage
- Frequency of administration
The school will not accept items of medication in unlabelled containers. Medication will be kept in a secure place, out of the reach of pupils. Unless otherwise indicated all medication will be administered in the school first-aid room and will be kept in a locked medicine cabinet.

If children refuse to take medicines, staff will not force them to do so, and will inform the parents of the refusal, as a matter of urgency, on the same day. If a refusal to take medicines results in an emergency, the school’s emergency procedures will be followed.

It is the responsibility of parents to notify the school in writing if the pupil’s need for medication has ceased.

It is the parents’ responsibility to renew the medication when supplies are running low and to ensure that the medication supplied is within its expiry date.

The school will not make changes to prescription dosages on parental instructions.

School staff will not dispose of medicines. A responsible staff member will check all medication held in school at regular intervals (just before each half-term or school holiday) and will advise parents of medicines which are or will shortly be, out of date. Out of date medicines will be labelled to alert staff members. Once replacement medication is supplied, date expired medicines or those no longer required for treatment will be returned immediately to the parent for transfer to a community pharmacist for safe disposal.

For each pupil with long-term or complex medication needs, the Head Teacher, will ensure that a Medication Plan and Protocol is drawn up, in conjunction with the appropriate health professionals. Where it is appropriate to do so, pupils will be encouraged to administer their own medication, if necessary under staff supervision. Parents will be asked to confirm in writing if they wish their child to carry their medication with them in school.

The school will make every effort to continue the administration of medication to a pupil whilst on trips away from the school premises, even if additional arrangements might be required. However, there may be occasions when it may not be possible to include a pupil on a school trip if appropriate supervision cannot be guaranteed.

Asthma Parents must complete a Medical Form after which inhalers are kept in the child’s classroom. Children are made aware of the location of their named reliever inhaler in the classroom so they can readily have access to it should the need arise.

Please also refer to the following document:

Guidance on the use of emergency salbutamol inhalers in schools March 2015

Currently the school does NOT have spare inhalers.

Antibiotics will only be administered after your child has been at home for the first 24 hours. Please be advised that medicine that has been prescribed for use two times a day should be given at home unless the family practitioner has prescribed particular times for it to be administered.

Piriton/ Chlorphenamine Syrup will only be administered after we receive a letter from your family practitioner (GP), hospital, clinic or nurse once medication has been prescribed the school will administer following instructions. You will need to return to your GP and fill in a new medication sheet.

Medicinal Paracetamol, Oral Suspensions Paediatric Paracetamol suspensions will only be given for the illness for which was originally prescribed. This will be confirmed by the issue date on the packaging medicine bottle. Whilst we are aware that Paediatric Paracetamol Oral Suspensions have a long shelf life the school will not administer this medication if it is over two weeks of the prescribed date of your child’s sickness and you would need to consult your GP.

Cough Medicine We are only able to give cough medicines that have been prescribed by your GP and again the school will not give medication if it is over two weeks of the prescribed date of your child’s sickness

Epi Pens/ Auto-injectors can only be administered by a trained member of staff. The school will store Epi-Pens/ Auto-injectors in the first-aid room and all staff will be made aware of children who are in possession of one. Currently the school does NOT have spare auto-injectors.

The school reserves the right to decide what sort of medicines, if any, it will administer.
Maintained 4.5 How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Help is provided based on individual needs with advice being taken from parents and other professionals involved with the child. Where possible, two members of staff will be present when dealing with toileting incidents. We will look to organise specialist training if necessary. If a child has an identified need of support with their personal care, an Intimate Care Plan will be produced and shared with relevant staff members and the child's parents/carers.

Maintained 5.1 What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

Each of the services we have access to, have a set of criteria outlined by them for referrals. We can access support from the Special Needs Support Service, Children and Young Peoples Integrated Therapies (speech therapy, occupational therapy, dieticians and physiotherapy) , School Nursing Service, Teacher for Hearing Impaired or Visually impaired, Autism Spectrum Advisory Teacher, Specialist Inclusion Support Service, Children and Adolescents Mental Heath Service (CAMHS), Educational Psychologists, Cognition and Learning Team and Therapeutic Thinking Support Team. Waiting times for assessment will vary.
Maintained 5.2 What should I do if I think my child needs support from one of these services?

Please discuss this with your child’s teacher in the first instance; they will be able to give you an indication of whether these services may be suitable or suggest an alternative course of action. Most services will ask what has already been tried to support the child, and what impact has this had. Therefore, a graduated approach which starts with school support should be the first course of action, unless there is an urgent need for specialist support. Your child’s teacher can get further advice from the SENCo as to whether your child might meet the criteria for a service. Your family doctor (GP) can also be an entry point to gain access to some of these services.
Maintained 5.3 How are speech and language therapy, occupational therapy and physiotherapy services provided?

The Children and Young People Integrated Therapies Service (CYPIT) provide these services. Each of the services we have access to have a set of criteria set by them, not the school, for referrals. Referrals can be made by school or through your GP.

Occupational Therapy

All children in the West of Berkshire who have an EHCP can be referred to the CYPIT Occupational Therapy service. They do not need a GP referral.

Children who DO NOT have an EHCP should be referred to the Occupational Therapy service that is part of the Royal Berkshire Hospital service and based at The Dingley Child Development Centre in Reading. They currently require a GP/medical referral but school may be able to assist by writing a letter to support the referral, based on difficulties/behaviours observed in class.

Physiotherapy

Children in the West Berkshire LA area with neurodevelopmental difficulties (for example cerebral palsy) can be referred to physiotherapy via the Single Point of Access. A GP referral is not required, but the team will ask the GP and /or paediatrician for any relevant medical information prior to an appointment being offered. This ensures that any medical issues that may be having an effect on the child’s development can be investigated prior to Physiotherapy involvement. They do not accept referrals for children with musculoskeletal issues/joint pain/fractures/following acute injury.

All referrals, to any of the services, require parental consent.

The CYPIT Toolkit information is open to everyone.

Speech and Language Therapy

Children who are of school age (reception class or above) will be able to access speech and language therapy via their school link therapist.

Each school will have a link speech and language therapist, who will work collaboratively with SENDCos to provide targeted advice and strategies to support the development of speech, language and communication within the school.
Maintained 5.4 What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

The Children and Young People Integrated Therapies Service (CYPIT) provide these services. Each of the services we have access to have a set of criteria set by them for referrals. Referrals can be made by school - speak to your child's class teacher, the SENDCo or Family Support Worker, or through your GP.
Maintained 5.5 What arrangements does the school have for liaison with Children's Social Care services?

The school has direct contact with West Berkshire Social Services through telephone and email contact. The school regularly contacts the duty officer and attends meetings with social workers. West Berkshire's Children and Family Services may be accessed here:https://www.westberks.gov.uk/cfs 01635 503090

Maintained 6.1 What SEND training is provided for teachers in your school?

Teachers are trained to make adjustments and provide bespoke support as part of high quality, personalised teaching. The school SENDCo regularly attends SEN training and networking events and provides training for school staff. Whole school training which takes place in staff meetings or INSET days and includes additional training on supporting a range of SEN in the classroom, based on current needs. The school receive expert support from the Cognition & Learning Team and where appropriate, staff will receive specialised training from professionals such as the Autism Advisory Teacher or EP if this meets the need of a child in their class.
Maintained 6.2 What SEND training is provided for teaching assistants and other staff in your school?

We have teaching assistants that are trained to deliver specific interventions, training in these interventions is regularly reviewed and updated. Some teaching assistants receive specialised training from professionals such as the Autism Advisory Teacher, Specialist Inclusion Support Service or Cognition and Learning Team to implement individual programmes. The SENCo and Headteacher provide additional training for support staff.
Maintained 6.3 Do teachers have any specific qualifications in SEND?

The SENCo and Head teacher both hold the NASENCo qualification.
Maintained 6.4 Do teaching assistants have any specific qualifications in SEND?

We have members of the support staff that are specifically trained in delivering all of the interventions listed. In addition, we have a Family Support Worker who is a trained Emotional Literacy Support Assistant.

Maintained 7.1 How do you ensure children with SEND can be included in out of school activities and trips?

The school undertakes risk assessments and uses this to plan appropriately for school visits. Advice will be sought from parents, pupils and outside agencies as appropriate.
Maintained 7.2 How do you involve parents / carers in planning the support required for their child to access activities and trips?

The school involves parents in discussions prior to the visit, especially for residential visits, to share information on strategies that work at home, food preferences, daily routines etc. A more detailed risk assessment is then carried out to ensure accessibility eg. providing additional support or reducing the timetable.

Maintained 8.1 How accessible is the building for children with mobility difficulties / wheelchair users?

The school has modified our building to improve access, including widening doorways, fitting automatic doors into the reception area, height of door handles, levelling flooring and automatic lighting (in some parts of the school). Ramps are in place at our main entrance and reception classroom.

The school will continue to take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatments and colour schemes, and more accessible facilities and fittings.
Maintained 8.2 Have adaptations / improvements been made to the auditory and visual environment?

The recently environment meets the current DDA regulations. No specific adaptations were carried out to the auditory or visual environment.
Maintained 8.3 Are there accessible changing and toilet facilities?

The school has two accessible toilets for disabled adults and children. These are located in the main building and the reception classroom.
Maintained 8.4 How do you ensure that all the school's facilities can be accessed by children with SEND?

Outside access to the school field and top playground is via a tarmac slope and all steps around the school site have painted edges. Our steps up to the playground have a handrail.

Internal access is all on one level and the floor throughout the school is level. Individual access arrangements should be detailed in the child's Support Plan.
Maintained 8.5 How does the school communicate with parents / carers who have a disability?

The school will seek to establish preferred forms of communication needs on an individual basis and uses a range of communication tools. These include sending emails, texts, social media (twitter), face to face meetings, telephone calls, sending paper copies with children and the school website. Alternative text formats are available when required or requested. School office staff are happy to help parents with any forms etc which need completing. Please ask for help if you need it.
Maintained 8.6 How does the school communicate with parents / carers whose first language is not English?

School will seek to establish preferred forms of communication needs on an individual basis and will make itself aware of local services, including those provided through the LA, for providing information in alternative formats when required or requested.

Maintained 9.1 What preparation will there be for both the school and my child before he or she joins the school?

We normally carry out several activities to support transition. These include the class teacher visiting the previous setting and talking with staff there, children spending a morning in their new classroom with their new teacher, a new parents’ meeting that includes the children, and a transition ebooklet with photographs of the classroom staff and learning environments and information about class routines. A home visit will be arranged for the start of the term when your child starts school.

If a child would personally benefit from additional preparation for attending school we can discuss an individual transition plan. We will liaise with the child's family and the current setting in order to establish the best way to support the child's needs. This might take the form of extra visits or personalised photographs including the child in the environment or with classroom staff. This will be tailored to the personal requirements of the child.
Maintained 9.2 How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

All children take part in sessions with their new teacher before the new school year begins, towards the end of the summer term. Children in the Infant classes (Reception, Year 1 and Year 2) will have additional transition sessions such as story swaps and free flow playtimes during the second part of the the summer term.

If a child would personally benefit from additional preparation to transition into another class or key stage, we can plan additional transition activities to support this. This might take the form of regular visits to the new classroom or teacher in the weeks preceding the transition. Photographs of important information such as which adults are going to be supporting them in class or where to put your bag etc. can be arranged. The plan will be tailored to the personal requirements of the child.
Maintained 9.3 How will my child be prepared to move on to his or her next school?

In addition to the transition visits from Year 7 staff and days in the new school, our link EP carries out a 'Coping With Worries' workshop over three sessions and we use PSHE lessons to talk about and prepare for change. For children with SEN, the SENDCo will liaise with secondary school SENDCOs to detail specific needs and identify additional transition support. ELSA sessions may be required for a small group or on an individual basis to help children prepare. This will be based on whether this is appropriate for the child and their views will be taken into account. Some children may be supported to complete a 'passport' which outlines what their challenges are and any strategies which they find useful. This is then shared with the SEN team at their new school. Where appropriate, any specialist services involved with the child will be consulted about their preparation for transition.
Maintained 9.4 How will you support a new school to prepare for my child?

When children are moving on to Year 7, the Year 7 leader and secondary school SENDCo will liaise with class teachers and the Long Lane SENDCo. We will discuss the needs of the child and plan the appropriate steps to ensure a smooth transition. In some cases the Year 6 teacher, Year 7 representative and parents will have a transition meeting together during the last term of Year 6 to ensure all parties are involved and a transition plan is created.
Maintained 9.5 What information will be provided to my child's new school?

We will provide all appropriate and relevant records and information.

Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

The first point of contact if you wish to discuss something about your child is always your child’s class teacher.

Or you may contact the school office - email office@longlane.w-berks.sch.uk or telephone 0118 942 7187
Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

The school Family Support Worker is available to liaise directly with parents - email familysupport@longlane.w-berks.sch.uk
Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Please visit our website to find a list of local support available for many aspects of parenting.

If you are unable to find the support you need, please contact our Family Support Worker -email familysupport@longlane.w-berks.sch.uk
Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

We understand the importance of building an effective team between home and school, to best support a child's learning. Therefore, we are always grateful for your feedback, whether positive or negative. When support has worked well it is great to be able to share positive feedback with staff. This can improve provision and outcomes for other children as well as your own child.Please email any comments to office@longlane.w-berks.sch.uk

Parental feedback is also sought using questionnaires and “Parent View”.

Should there be a need for a formal complaint, please refer to the complaints policy on the school website or contact the school office at office@longlane.w-berks.sch.uk

Do you cater for special dietary requirements? If so can you provide details?

Give details of your SEND provision here

Do you offer funded childcare places: For 3 and 4 year olds, if yes, how many places?

Do you have immediate vacancies?

Do you provide drop off or collection services?

Do you have a waiting list and how many people are on it?

Local Offer

Identification of SEND

Maintained 1.1 How does the school identify children/young people with special educational needs and disabilities?

Maintained 1.2 What should I do if I think my child has SEND?

Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

Support for children with special education needs

Maintained 2.1 If my child is identified as having SEND, who will oversee and plan their education programme?

Maintained 2.2 How will I be informed / consulted about the ways in which my child is being supported?

Maintained 2.3 How will the school balance my child's need for support with developing their independence?

Maintained 2.4 How will the school match / differentiate the curriculum for my child's needs?

Maintained 2.5 What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Maintained 2.6 What additional staffing does the school provide from its own budget for children with SEND?

Maintained 2.7 What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?

Maintained 2.8 What resources and equipment does the school provide for children with SEND?

Maintained 2.9 What special arrangements can be made for my child when taking examinations?

My child’s progress

Maintained 3.1 How will the school monitor my child's progress and how will I be involved in this?

Maintained 3.2 When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Maintained 3.3 ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

Maintained 3.4 What arrangements does the school have for regular home to school contact?

Maintained 3.5 How can I help support my child's learning?

Maintained 3.6 Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

Maintained 3.7 How will my child's views be sought about the help they are getting and the progress they are making?

Maintained 3.8 What accredited and non accredited courses do you offer for young people with SEND?

Maintained 3.9 How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Support for my child’s overall wellbeing

Maintained 4.1 What support is available to promote the emotional and social development of children with SEND?

Maintained 4.2 What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

Maintained 4.3 What medical support is available in the school for children with SEND?

Maintained 4.4 How does the school manage the administration of medicines?

Maintained 4.5 How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Specialist services available / accessed by the school

Maintained 5.1 What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

Maintained 5.2 What should I do if I think my child needs support from one of these services?

Maintained 5.3 How are speech and language therapy, occupational therapy and physiotherapy services provided?

Maintained 5.4 What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Maintained 5.5 What arrangements does the school have for liaison with Children's Social Care services?

Training of school staff in SEND

Maintained 6.1 What SEND training is provided for teachers in your school?

Maintained 6.2 What SEND training is provided for teaching assistants and other staff in your school?

Maintained 6.3 Do teachers have any specific qualifications in SEND?

Maintained 6.4 Do teaching assistants have any specific qualifications in SEND?

Activities outside the classroom including school trips

Maintained 7.1 How do you ensure children with SEND can be included in out of school activities and trips?

Maintained 7.2 How do you involve parents / carers in planning the support required for their child to access activities and trips?

Accessibility of the school environment

Maintained 8.1 How accessible is the building for children with mobility difficulties / wheelchair users?

Maintained 8.2 Have adaptations / improvements been made to the auditory and visual environment?

Maintained 8.3 Are there accessible changing and toilet facilities?

Maintained 8.4 How do you ensure that all the school's facilities can be accessed by children with SEND?

Maintained 8.5 How does the school communicate with parents / carers who have a disability?

Maintained 8.6 How does the school communicate with parents / carers whose first language is not English?

Preparing my child to join a new school / next stage of education

Maintained 9.1 What preparation will there be for both the school and my child before he or she joins the school?

Maintained 9.2 How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

Maintained 9.3 How will my child be prepared to move on to his or her next school?

Maintained 9.4 How will you support a new school to prepare for my child?

Maintained 9.5 What information will be provided to my child's new school?

Who can I contact to discuss my child

Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

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