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.


This term we have 1 EHC and 1 statement plus 10 support plan children

Longsands CP school SEN policy

October 2014

Longsands CP school has a named SENCO   Mrs SA Mckeown who is also the Deputy Headteacher and named SEN governor Mrs J Lukraft-Voges.They ensure Longsands SEN policy works within the guidelines and inclusion policies of the Code of Practice[2014], local authority and other policies in school.


Here it is the belief that all children have an equal right to a full and rounded education which will enable them to achieve their full potential.   We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice

(September 2014).


  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory/physical



What are special educational needs?


A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England…. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision.     Code of Practice 2014

This SEN policy details how, at Longsands, we will do our best to ensure that the necessary provision is made for any pupil who has special educational needs and that those needs are known to all who are likely to work with them.         We will ensure that teachers are able to identify and provide for those pupils with special educational needs, allowing them to join in all school activities together with pupils who do not have special educational needs.







The aims of this policy are:


  • to create an environment that meets the special educational needs of each child in order that they can achieve their learning potential and engage in activities alongside pupils who do not have SEN
  • to request, monitor and respond to parents/carers and pupils views in order to evidence high levels of confidence and partnership
  • to make clear the expectations of all partners in the process
  • to ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development
  • to ensure support for pupils with medical conditions full inclusion in all school activities by ensuring consultation with health and social care professionals


  • to identify the roles and responsibilities of all staff in providing for children’s special educational needs
  • through reasonable adjustments to enable all children to have full access to all elements of the school curriculum
  • to work in cooperation and productive partnerships with the Local Education Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners



Equal Opportunities and Inclusion


Through all subjects we ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society.




Through appropriate curricular provision, we respect the fact that children:


  • have different educational and behavioural needs and aspirations
  • require different strategies for learning
  • acquire, assimilate and communicate information at different rates
  • need a range of different teaching approaches and experiences




Teachers respond to children’s needs by:


  • providing support for children who need help with communication, language and literacy
  • planning to develop children’s understanding through the use of all available senses and experiences
  • planning for children’s full participation in learning, and in physical and practical activities


  • helping children to manage and own their behaviour and to take part in learning effectively and safely
  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning[Nurture group]


       Identification, Assessment and Provision


Provision for children with special educational needs is a matter for the whole school.

The governing body, the school’s head teacher, the SENCO and all other members of staff, particularly class teachers and teaching assistants, have important day–to–day responsibilities. All teachers are teachers of children with special educational needs.


The school will assess each child’s current levels of attainment on entry in order to ensure that they build on the patterns of learning and experience already established during the child’s pre- school years.   If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and     SENCO     will use this information to:


  • Provide starting points for the development of an appropriate curriculum.
  • Identify and focus attention on action to support the child within the class.
  • Use the assessment processes to identify any learning difficulties.
  • Ensure ongoing observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the   next steps of the child’s learning.



       The identification and assessment of the special educational needs of children whose first language is not English requires particular care.   Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.





The Role of The SENCO and what

Provision Looks like at Longsands


The Special Educational Needs Co-ordinator’s [SENCO] responsibilities include:


  • Overseeing the day-to-day operation of the school’s SEN policy.
  • Co-ordinating provision for children with SEN.
  • Liaising with and advising fellow teachers.
  • Overseeing the records of all children with SEN.
  • Liaising with parents of children with SEN.
  • Contributing to the in-service training of staff.
  • Liaising with local high schools so that support is provided for Y6 pupils as they prepare to transfer.
  • Liaising with external agencies including the LEA’s support and educational psychology services, health and social services and voluntary bodies.
  • Co-ordinating and developing school based strategies for the identification and review of children with SEN.


Monitoring Children’s Progress


The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily.     Under these circumstances, teachers may need to consult the SENCO to consider what else might be done.  This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject.

The key test of the need for action is that current rates of progress are inadequate.


Adequate progress can be identified as that which:


  • Prevents the attainment gap between the child and his peers from widening.
  • Closes the attainment gap between the child and his peers.
  • Betters the child’s previous rate of progress.
  • Ensures access to the full curriculum.
  • Demonstrates an improvement in self-help, social or personal skills.
  • Demonstrates improvements in the child’s behaviour.



In order to help children with special educational needs, longsands will adopt a graduated response.     This may see us using specialist expertise if as a school we feel that our interventions are still not having an impact on the individual.   The school will record the steps taken to meet the needs of individual children through the use of an IEP (Individual Education Plan) and review sheet/provision map and the SENCO will have responsibility for ensuring that records are kept and available when needed.        If we refer a child for statutory assessment/Education Health and Care Plan, we will provide the LEA with a record of our work with the child to date.


When any concern is initially noticed[teacher initial concern form] it is the responsibility of the class teacher to take steps to address the issue.   Parents may be consulted and specific intervention put in place and monitored for a period of up to 6 weeks.     If no progress is noted after this time the child may be added to the school SEN register with parental permission.

The class teacher after discussion with the SENCO will then provide additional interventions that are additional to those provided as part of the school’s differentiated curriculum and the child will be given individual learning targets which will be applied within the classroom.   These targets will be monitored by the class teacher and teaching assistants within the class and reviewed formally with the classteacher,TA, SENCo on request parents and child.




Reasons for a child being added to the SEN register may include the fact that he/she:


  • Makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of weakness.
  • Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas.


  • Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school including nurture group activities and support.
  • Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist equipment.
  • Has communication and / or interaction difficulties, and continues to make little or no progress.










Partnership with parents


Partnership plays a key role in enabling children and young people with SEN to achieve their potential. Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs.     All parents of children with special educational needs will be treated as partners given support to play an active and valued role in their child’s education.


Children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like.

They will be encouraged to contribute to the assessment of their needs, the review and transition process.



At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages.


We encourage parents to make an active contribution to their child’s education and have regular meetings each half term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and share the process of decision-making by providing clear information relating to the education of their child.


Parents always have access to the SENCO through a school email address .


The SENCO and the child’s class teacher will decide on the action needed to help the child progress in the light of earlier assessments.   This may include:


  • Different learning materials or specialist equipment.
  • Some group or individual support, which may involve small groups of children being withdrawn to work with the TA
  • Extra adult time to devise/administer the nature of the planned intervention and also to monitor its effectiveness.
  • Staff development and training to introduce more effective strategies.


After initial discussions with the SENCO, the child’s class teacher will be responsible for working with the child on a daily basis and ensuring delivery of any individualised programme in the classroom.

Parent’s will be invited to meet regularly with their childs designated TA and on request SENCo on a half termly basis .

The SENCO will support further assessment of the child where necessary, assisting in planning for their future needs in discussion with colleagues and parents.


The use of outside agencies


These services may become involved if a child continues to make little or no progress despite considerable input and adaptations.     They will use the child’s records in order to establish which strategies have already been employed and which targets have previously been set.


The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly.   The child’s Individual targets will set out strategies for supporting the child’s progress. These will be implemented, at least in part, in the normal classroom setting.   The delivery of the interventions recorded in the IEP continues to be the responsibility of the class teacher.


Outside agencies may become involved if the child:


  • Continues to make little or no progress in specific areas over a long period.
  • Continues working at National Curriculum levels substantially below that expected of children of a similar age.
  • Continues to have difficulty in developing literacy and mathematical skills.
  • Has emotional or behavioural difficulties which regularly and substantially   interfere with the child’s own learning or that of the class group.
  • Has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service.
  • Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
  • Despite having received intervention, the child continues to fall behind the level of his peers.


School Request for Statutory Assessment or Education Health and Care Plans (from September 2014)


A request will be made by the school to the LEA if the child has demonstrated significant cause for concern.   The LEA will be given information about the child’s progress over time, and will also receive documentation in relation to the child’s special educational needs and any other action taken to deal with those needs, including any resources or special arrangements put in place.


The evidence will include:


  • Previous individual education plans and targets for the pupil.
  • Records of regular reviews and their outcomes.
  • Records of the child’s health and medical history where appropriate.
  • National Curriculum attainment levels in literacy and numeracy.
  • Education and other assessments, for example from an advisory specialist support teacher or educational psychologist.
  • Views of the parents.




Strategies employed to enable the child to progress will be recorded within an Individual education plan which will include information about:


  • The short term targets set for the child.
  • The teaching strategies to be used.
  • The provision to be put in place.
  • How the targets will help the child in their learning
  • What they are responsible for
  • How the child can be successful
  • The review date.
  • Mid-point review sheets are stored on the school system and updated regularly by teachers and teaching assistants
  • The child’s views will be sought and taken into account, as will those of the parents, whose support is vital if progress is to be achieved and maintained.


Access to the Curriculum


All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to understand the relevance and purpose of learning activities and experience levels of understanding and rates of progress that bring feelings of success and achievement.


Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives and staff differentiate work appropriately, and use assessment to inform the next stage of learning.

Individual education plans, which employ a small-steps approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. All children on the special needs register have an Individual education plan with individual SMART targets.



We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. There are times though when, to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.


Allocation of resources


The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs and Education Health and Care plans.

The headteacher informs the governing body of how the funding allocated to support special educational needs has been employed.



The role of the governing body


The governing body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs.     They ask probing questions to ensure all teachers are aware of the importance of providing for these children and ensure that funds and resources are used effectively.


The governing body has decided that children with special educational needs will be admitted to the school in line with the school’s agreed admissions policy.


The Governing Body reviews this policy annually and considers any amendments in light of the annual review findings. The Head teacher reports the outcome of the review to the full governing body.


Monitoring and evaluation


The SENCO monitors the movement of children within the SEN system in school and provides staff and governors with regular summaries of the impact of the policy on the practice of the school. They are involved in supporting teachers and in drawing up Individual Education Plans for children. The SENCO and the head teacher hold regular meetings to review the work of the school in this area.

SEN annual report to governors.

Longsands CP school. October 2015.

SENCO: Sue Mckeown

SEN Governor: Julie Lukraft Voges


Number of children with SEN identified on the SEN register


   6% of children are on SEN register based on 208 on roll (National Expectation 17-18%)

   1 statement

16 school support plan


Summary of Action 2014-2015


         Has updated the website with legal information. The SENCO attended SENCO clusters each term and breakfast meetings re the new COP and disseminated the information to the staff via email and staff meetings.


Support and advice. Close and effective links are made with a variety of agencies to support   parents/carers and the school in addressing children’s needs. The following agencies were   involved in 2014/2015: CAMHS, EP, Traded services, speech and language, school nurse, community paediatrician, OT.

Support for staff: SENCO is available out of class from 10.30 until 12.00 each Friday , advice and resources are available from the SENCo and the SEN resource area set up and developed over the year. SENCO has made SEN courses available to all staff.

     The SENCO has   monitored teachers’ planning and SEN files , looking for evidence that TA support is clearly planned for, children with SEN are regularly taught by their class teacher,   and noting resources/strategies used.



     Improve parental engagement. Ongoing – eg meeting with parents, setting up home-school diaries with daily/ weekly notes form TA and parents.



               Year 6 SEN childrens progress has been monitored and tracked form their end of KS 1 SATS results.

This years progress

Child A writing 10 sublevels

           Reading 12 sublevels

         Maths   8 sublevels


Chid B   writing 7 sublevels

Reading 6 sublevels

Maths 8 sublevels


Child C   writing 8 sublevels

Reading 6 sublevels

Maths 6 sublevels


Child D writing 8 sublevels

Reading 8 sublevels

Maths 5 sublevels



Staff: Rob Hudson has taken the lead on collating information and progress around interventions (1-1 or group, ] The TAs work Monday to Wednesdays from 9.00-9.30 with a designated group with activities and objectives planned by the class teacher.   Nurture group runs on Monday , Wednesday and Friday afternoons by a designated TA and activities are planned by Sue Mckeown.


During the year we have run a number of interventions including: 1-1 work on phonics, reading, spelling, writing, maths; social and emotional skills group work; nurture group. The Speech and Language therapist has provided programmes of work to

be carried out in school with specific children. Volunteers work with children on reading and maths.

Our graduated response involves teachers quality first teaching , then differentiated group activities before smaller group planned interventions are used . After this the classteacher will complete an initial concern form for the SENCo and then the child will be put onto individual school support plan where outside agencies might be involved for assessments and support.


National policy changes


New Code of Practice is statutory from Sept 2014. The SENCO has been on training. It is now a legal requirement to put information on website.   New moderation descriptors (SEN guidance) have been published to identify needs and support the identification of SEN.


Pupil premium grant

The PPG childrens progress has been analysed by Rob Hudson

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.