Longsands Community Primary School

Together Everyone Achieves More

Longsands Lane, Preston, Lancashire, PR2 9PS

Telephone: 01772 795676

email: office@longsands.lancsngfl.ac.uk


Thank you to those parents who are contacting me about their child's needs. 

Autumn term update

Please let me know if you would like another SEND get together this term. It would be a morning this time as most of the TAS only work mornings. It would just be a get together with other parents and TAS to share any concerns etc. We have a number of new SEND children in school and it would be good for existing parents to meet new parents.

The links you already have with your child's class teacher and TA are working well and these people are with your child for up to 6 hours a day so they are your first port of call. Staff will come and chat with myself to let me know what is happening with your child and we do have comprehensive SEND records on your child which include IEPS, notes from  meetings with you ,timetables of support and progress. Feel free to ask to look at these folders next time you are in school to discuss your child.



Pupil Premium Grant Report 2014/2015

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll


Total number of pupils eligible for PPG







Performance of pupils receiving PPG

(pupils eligible for free school meals or in local authority care for at least six months)


Academic year




% of pupils making expected progress in



% of pupils making expected progress in



% of pupils making expected progress in Numeracy



The PPG for 2014-2015 was £9, 000. The money was spent on TA support during class sessions, interventions, school support time and nurture group sessions.


Main targets for next year


   Continue with monitoring – lessons and planning.

     Make sure website includes all statutory information and is updated regularly. Consult parents.

     New Code of Practice – continue to support staff in use of new SEN guidance. Inform parents of changes and support eg with change to Education Health and care plans. Continue to develop SEN resources and SENCO expertise.

Offer again to all staff SEN training

   Staff training on using ‘social stories’ to support children with social or emotional difficulties.

Continue to monitor our graduated response for the children.



Disability equality scheme and   accessibility action plan

Longsands CP School 2015



School Ethos, Vision and Values At Longsands CP School we are committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. Our admission policy does not discriminate against disabled pupils.

The achievement of disabled pupils will be monitored and we will use this data to raise adjustments to ensure that the school environment is as accessible as possible. We will not tolerate harassment of disabled people with any form of impairment.

The school uses the “social model” of disability, as the basis for its work to improve equality for and tackle discrimination against disabled people. This model says that it is the world and society that creates barriers that limit or prevent disabled people from enjoying the same opportunities as people who are not disabled.


Definition of Disability The disability Discrimination Act 1995 defines a disabled person as someone who has a ‘physical or mental impairment which has a substantial and long term adverse effect on his or her ability to carry out normal day-to-day activities.’

According to the Disability Discrimination Act, an impairment is to be treated as affecting the person’s ability to carry out day-to-day activities, only if it affects one ore more of the following: mobility, manual dexterity, physical coordination, continence, ability to lift, carry or otherwise move everyday objects, speech, hearing, eyesight, memory or ability to concentrate, learn or understand and perception of the risk of physical danger.

The Disability Discrimination Act 2005 has extended the definition of disability to include people with HIV, multiple sclerosis and cancer from the point of diagnosis. Individuals with a mental illness no longer have to demonstrate that it is “clinically well-recognised”; although the person must still demonstrate a long-term and substantial adverse affect on his/her ability to carry out normal day-to-day activities.


Disabled Staff We have asked all staff to identify any barriers that affect them and how we can plan to overcome them. We have consulted staff. No one has identified themselves as having a disability. All new members of staff will be consulted at the start of their work and the entire staff bi-annually to establish whether they consider themselves to have a disability. Their subsequent views will then be taken into consideration to formulate an action plan.






Longsands CP school accessibility action plan.

The action plan will be reviewed every other by the Chair of Governors, the Headteacher and the school SENCO



  1. This Accessibility Plan has been drawn up in consultation with the       staff and governors of the school and through parental and pupil questionnairs and covers the period from April 2012- April 2014


  1. We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.
  2. Longsands CP school plans, over time, to increase the accessibility of provision for all pupils, staff and visitors to the school.       The Accessibility Plan will contain relevant actions to:


  • Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.


  • Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of the DDA). This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.


  • Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.


  1. Attached are Action Plans, relating to these key aspects of accessibility. These plans will be reviewed and adjusted on an annual basis. New Plans will be drawn up every three years.


  1. We acknowledge that there is a need for ongoing awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter.


  1. The Accessibility Plan should be read in conjunction with the following policies, strategies and documentation

                   *   Equal Opportunities and Diversity

*    Health & Safety (including off-site safety)

*   Inclusion

                   *   Special Needs

*   Behaviour Management

                 *   Mission Statement

*   Child protection



  1. The School’s complaints procedure covers the Accessibility Plan.


  1. The Plan will be monitored through the staffing and curriculum governors committee


  1. The Plan will be monitored by Ofsted as part of their inspection cycle.









Longsands CP school

School Accessibility Plan 2015-2016


Developing the Physical Access







Accessible car parking

Bays to be signed



Dropped kerbs either side of main vehicle entrance.

Pedestrian access

Done when school designed



Anti-glare film to be applied to the windows

KS 2classrooms 2009 and on-going for others


Accessible toilet

Make disabled toilet ready for staff and children when appropriate

When appropriate


Improve Reception area facilities

To improve access through main doors for wheelchairs

Done 2011


Light switches, power outlets and emergency alarm buttons

To be moved to wheelchair height, as money allows.

In reception class done in 2012. The rest of the school will be ongoing


Adapted wash basins to be at wheelchair height with space under for wheelchair to allow user to get close to wash basin.

To be moved to wheelchair height, as money allows.

By 2016






Developing the Curriculum Access







Training for teachers and SSAs on differentiating the curriculum

Undertake an audit of staff training requirements

All teachers are able to more fully meet the requirements of disabled children’s needs with regards to accessing the curriculum


QFT information given to staff November 2012 and staff meetings plus INSET training for indep learning September 2015

Increase in access to the new National Curriculum

Training for all staff on differentiating the curriculum

Review the specific needs for pupils living with a disability, in terms of basic daily living skills, relationships and future aspirations.

Teachers are aware of the relevant issues and can ensure that this group has equality of access to life- preparation learning. The use of other professional partners has been made available.


Training for TAs working with APD and ASD children September and November 2012 and as above


All out-of-school activities are planned to ensure the participation of the whole range of pupils

Review all out-of-school provision to ensure compliance with legislation

All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements

Ongoing Risk assessments for offsite trips to include risk assessment for SEN children.

Increase in access to all school activities for all disabled pupils

Classrooms are optimally organised to promote the participation and independence of all pupils

Review and implement a preferred layout of furniture and equipment to support the learning process in individual class bases

Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils


Increase in access to the National Curriculum

Training for Awareness Raising of Disability Issues

Provide training for governors, staff, pupils and parents

Discuss perception of issues with staff to determine the current status of school


Whole school community aware of issues relating to Access


Society will benefit by a more inclusive school and social environment









Improving the Delivery of Written Information







Availability of written material in alternative formats

The school will make itself aware of the services available through the LEA for converting written information into alternative formats.


The school will be able to provide written information in different formats when required for individual purposes

Parents asked if would prefer longsands link emailed. Most parents have accepted this.

Delivery of information to disabled pupils improved

Make available school brochures, school newsletters and other information for parents in alternative formats


Review all current school publications and promote the availability in different formats for those that require it

All school information available for all

Ongoing as above

Delivery of school information to parents and the local community improved

Review documentation with a view of ensuring accessibility for pupils with visual impairment




use of IT software to produce customized materials.

All school information available for all


Delivery of school information to pupils & parents with visual difficulties improved.

Raise the awareness of adults working at and for the school on the importance of good communications systems.



Arrange training courses.

Awareness of target group raised


Parents helping in school policy done,given to those parents helping for them to sign to show they have receieved one and also the policy is on the website.

School is more effective in meeting the needs of pupils.