Langley Grammar School

Schools extended Local Offer response

Special Educational Needs policy

Special Educational Needs Policy

We are privileged to work with able students who have the potential to be in significant positions of influence and leadership in the future.

·         We encourage our students to discover their own talents, to be confident of their abilities and to follow their passions across academic subjects, in sports and the arts.

·         We support our students in developing themselves as innovative, effective and independent learners with high-level skills, willing to think in new ways, solve new problems and create new opportunities for the future.

·         We help our students build up a set of sound values so that they have the strength of character, moral integrity and resilience to deal with the challenges they will face, and the motivation and willingness to work hard to achieve their ambitions. 

Students at Langley Grammar School enter with above average levels of prior attainment. The Individual Needs provision supports students referred to in the SEND Code of Practice and also those for whom language barriers hinder progress and those who are identified as requiring additional short or long term help to access the curriculum or to achieve the outcomes of which they are capable. 

Within this context, students with special educational needs or disabilities will: 

• have the greatest possible access to a broad and balanced education;
• be positively encouraged to participate in the life and work of the school to the best of their abilities, whatever their needs;
• be given help and guidance to prepare them for adulthood, including independent living and employment.

 

Teaching and learning

The majority of students at Langley Grammar School will have their individual needs met without being categorised as having specific a Special Educational Need.  Most students will be provided for through high quality teaching and learning, which includes planned and targeted differentiation, effective assessment and ambitious target setting.

Identifying and assessing Special Educational Needs

Langley Grammar School uses a range of screening and assessment tools to assist in early identification of students with special educational needs:
                                                                            

11+ Registration Form
Primary school visits, new intake data entry and questionnaire
Cognitive Abilities Test (CAT) data
Attainment Levels/Grades
Behaviour Points
Referral by class teachers, phase leader, parents, or the student themselves
 

How are the requirements of students with special educational needs assessed?

Once a student has been identified as possibly having special educational needs steps are taken to ascertain the student’s precise areas of need. These can include:
 

·         Lesson observations

·         Feedback from teachers, phase leader, parents, or the student themselves

·         SEND Teacher Advisor Assessment

·         General Practitioner referral

·         Children and Young People’s Integrated Therapies Service referral

 

Involving parents and children/young people in planning and reviewing progress

Parents are expected to support their son or daughter by attending review meetings and by contacting the school to communicate relevant information. Parents will be actively involved in setting and reviewing targets for their son/daughter, and are expected to support them in achieving these targets, and assessing the impact on their son/daughter’s wider attainment and progress.  If a student has an Education, Health and Care Plan, the student and their parents will be part of the process of assessing the outcomes and impact of the plan.

 

 

 

Additional support

In addition to high quality teaching and learning, the School provides a range of support for students with specific Special Educational Needs or disabilities.

Communication and Interaction:

Visual aids for learning
Sensory Consortium Support (Hearing or Visual Impairment)
Input from Autism Support Services
Social development activities
Mentoring by staff or 6th Form students
LSA support as appropriate
Cognition and Learning:

Writing frames, colour overlays, key word lists
Touch typing
Tablet computer provision
Study skills workshops and memory skills training
Dyslexia support services
LSA support as appropriate
Social, Emotional and Mental Health:

Haybrook College Outreach Services, including behaviour support
Anger Management Training
School Counsellor
Individual Reward Plan
LSA support as appropriate
Sensory and/or Physical Needs:

Adapted resources
Sensory Consortium support
Tablet computer provision
LSA support as appropriate
The School has a designated teacher responsible for supporting Looked After Children (LAC). Who will also ensure that LAC students have everything they need in order to access all areas of the curriculum. Their progress will be closely monitored so that early intervention can be put in place if necessary. 

The progress of students with special educational needs or disabilities is closely monitored using a range of measures including:

Attainment levels or grades
Attendance and punctuality
Achievement/Behaviour points
Behaviour and exclusion reports
Individual Learning/Mentoring Plans
Teacher/Parent/Student/Phase Leader Feedback
Regular review meetings

Extra activities

We encourage students to participate in the wide variety of sporting, musical and other opportunities available at Langley Grammar School.  The School has excellent facilities including a sports centre and drama studio. We operate a strong House system which provides a framework for a wide range of sporting competitions and other events, such as music and drama competitions.

There is a wide range of day and residential educational visits and where students can apply what they have been learning in the classroom.  The School operates the Duke of Edinburgh’s Award programme for students in Year 10 upwards.

 

Meeting social and emotional needs of children/young people

The pastoral support system at Langley Grammar School is strong and robust; form tutors and Phase Leaders work together closely to ensure that students enjoy their time at school.  A pastoral review during the first half term of Year 7 looks at how students have settled into secondary school, including their social interaction and contribution to lessons.  Students who are identified as needing social and emotional support may be provided with a mentor or referred to the School Counsellor.  Students whose behaviour is presenting a concern may be put on behaviour report and/or have an individualised reward plan.  Students’ successes and achievements are celebrated regularly in assemblies and through the school newsletter.

 
The School provides a harmonious and well-ordered community that encourages consideration for others. Bullying or harassment of any kind is unacceptable.  If bullying does occur, students can report it in the knowledge that incidents will be dealt with promptly and effectively.  Students explore the issue of bullying in their Personal and Citizenship Studies (PCS) lessons; there are also anti-bullying workshops during Year 7 tutor time and a team of Sixth Form anti-bullying mentors run assemblies to raise awareness of bullying and provide mentoring to individuals.

Keeping up to date with knowledge and skills

New staff members meet with the Individual Needs Coordinator for training on how to support the students with identified SEN.  In addition to regular training focusing on high-quality teaching and learning, all staff have access to regular professional development from local clusters, collaborations, external courses and in-house training by specialists on specific learning needs.  

 

Transitions

Before a student starts at Langley Grammar School information is gathered from both the primary school and the parents/guardians. Incoming Year 7 students attend an induction day in the summer term so that they can start to make friends and familiarize themselves with the school. In September Year 7 students start a day before the rest of the school for further induction activities. Some students with SEN needs may be invited to attend the school at additional times in the summer term so that they are fully prepared for the transition to secondary school.  Year 7 students are assigned a Sixth Form ‘buddy’ who they can talk to about any worries or concerns they might have.

All students are offered mentoring support by the tutor teams as they make decisions about subject options at GCSE and A-Level, careers and higher education options. The School employs a Careers  Advisor who delivers key messages through assemblies, lessons and one-to-one advice and guidance interviews. Students also participate in a variety of internal and external careers events where they meet people from a wide range of businesses and professions. Students with SEND will also be guided through transitions by the Individual Needs Coordinator.

Students attend a PCS (Personal and Citizenship Studies) lesson once a fortnight in Years 7-9 and weekly in Years 10 and 11. This provides them with essential information and advice to help them to live independently as adults, and make a positive contribution to society.

 

Helpful contacts

If you have any queries about the SEN provision at Langley Grammar School please contact:                

John Constable - Headteacher 

Catherine Andrews - Individual Needs Coordinator              

school@lgs.slough.sch.uk                    

01753 598300

If you have any questions about SEN provision in Slough please contact School Services at Slough Borough Council.