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The Langley Academy

Service has Local Offer

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Who to contact

Mr Joseph Matshazi
01753 214440

Where to go

The Langley Academy
Langley road

Local Offer

Contact Name
Mr Joseph Matshazi
Contact Telephone
Contact Email
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)

Extended Local Offer Response

Special Educational Needs Policy

Aims of the Langley Academy

The Langley Academy aims for the highest achievement for all students by providing a welcoming, imaginative and creative environment, which enriches the lives of all involved, where people are valued and make positive contributions to the Academy community, and where students go on to become responsible, independent members of society.   

Our definition of SEND is that:  

 “A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions” (SEN Code of Practice 2014) 

Therefore, The Langley Academy is committed to offering an inclusive curriculum to ensure the best possible progress of all our SEND students with the following objectives:

  • To promote effective partnerships and involve outside agencies when appropriate
  • To identify students with SEN and ensure their needs are met through a broad and balanced education
  • To ensure that students with SEN and disabilities are offered the opportunity to join in with all Academy activities
  • To ensure that students make the best possible progress
  • To ensure parents/carers are informed of their children’s special needs and that there is effective communication between parents/carers and the Academy on how these needs will be met
  • To ensure that students express their views and are fully involved in decisions which affect their education 

 The following Policies underpin our values:  

The SEND Policy

The Curriculum Policy

Equality Duty

The Behaviour Policy

The SBC Local Offer

The Complaints Policy  

Teaching and Learning

Every student is entitled to benefit from access to a curriculum and a range of learning experiences of the highest standard, which take account of unequal starting points and which are provided irrespective of gender, ethnic background, age or disability.

All students are fully integrated into the life of the Academy and have the opportunity to participate in the full range of Academy activities including extra-curricular activities and work based opportunities.

 The Academy curriculum is designed to be fully inclusive. Students with are supported in accessing the curriculum through appropriate planning and support from teaching and support staff. This ensures there is high quality teaching which meets the needs of all.

Identifying and Assessing Special Educational Needs

The Academy identifies students with SEND in line with the SEND Code of Practice Guidance 2014. The following are examples of the main strategies used:

  • Subject teacher referrals
  • Analysis of student performance data
  • Analysis of Academy report data
  • Liaison with previous school
  • Standardised tests
  • Expressions of concern from parents/carers, students or other professionals 

Students who are identified as having SEND are listed in our SEND register. All teaching and support staff that work with these students receive regular up-dates. The SEND Team meets with parents to discuss the students’ needs and proposed support before they are placed on the SEND register. 

Criteria for addition and removal from the SEND Register are included in the SEND Policy as well as provisions. 


Strategies used for assessment include:

  • Student interviews
  • Information from parents/carers
  • Analysis of students’ work and work scrutiny
  • Standardised and diagnostic tests
  • Use of outside agencies e.g. educational psychologists, occupational therapists, physiotherapists, speech and language therapists 


The Academy ensures that the needs of students are reviewed on a regular basis through:

  • Review of Pupil Profiles and targets
  • Review of EHCPs
  • Review of PSPs
  • End of Term Progress Reviews
  • Use of a variety of teacher assessments
  • Use of standardised tests e.g. for spelling and reading
  • Parents/carers Consultation Evenings
  • Academy SEND planning meetings
  • Exclusion re-admission meetings
  • Meetings with parents/carers and with other professionals

Involving Parents and Children and Young People in Planning and Reviewing Progress

The Academy holds a whole school Academic Afternoon once a year for each year group to discuss students’ progress. Each year the Academy holds a Parents’ Evening for each year group. These events are used to discuss the students’ progress.

Students with EHC plans and their parents have an opportunity to express their views once a term and once a year during Annual Review Meetings with the SEND Team. Outside agencies that work with these students are invited to the review meetings and are required to produce a report.

Subject teachers, Raising Standards Leaders, heads of faculty and the directorate meet with students on a regular basis to discuss their progress and to collate their views about the provisions that have been put in place for them.

Team around the Child Meetings are held on set dates. These meetings provide the opportunity for students that are supported by a team of professionals to review their targets and the provisions that have been put in place for them. Students, carers/parents are expected to attend these meetings.

The Academy has a designated educational psychologist who is available one day per week to carry out assessments, advice staff and parents on strategies that could be used to support Students identified as requiring SEND support

 The young person’s views are paramount if support is to be successful. The Langley Academy actively encourages the student voice through participation in all aspects of Academy life, including:  

  • Views on progress towards individual targets and the selection of ‘new targets’
  • Views on progress and support for Annual Reviews
  • Setting up the Transition Plan in Year 6 and reviewing it in Years 9, 10 & 11
  • Attending Annual Reviews
  • Attending Parents/Carers’ Evenings and other meetings
  • Information and discussion about the availability of access arrangements for GCSE/GCE examinations
  • Setting up the PSP and reviewing its progress
  • Career Guidance Meetings with Academy Career Advisor
  • Student Council meetings  

Additional Support

 Wave 1 Quality First Teaching

Wave 1 details how the curriculum can be adapted to meet students’ needs through Quality First Teaching for all students (including those with SEND).

Adapting the curriculum to meet the students’ needs is an essential part of an effective approach to inclusion. Expectations regarding Quality First Teaching for all pupils, including those pupils with SEN, are based on the Inclusion Statement in the National Curriculum.  This outlines how teachers can modify programmes of study to provide all pupils with relevant and appropriately challenging work.  The statement identifies three principles in developing a more inclusive curriculum:

  • Setting suitable learning challenges
  • Responding to Students’ diverse needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of students

Wave 2 (where applicable depending on progress data and reports from other professionals)

Wave 2 Intervention Programmes are designed specifically for students who can be expected to “catch up” with peers as a result of the intervention.  

Wave 3 (where applicable depending on progress data and reports from other professionals)

Wave 3 Specific Targeted Intervention for students identified as requiring SEND support with or without an EHCP. These Students will have significantly greater difficulty in learning and will be working well below age related expectations.  The support that students receive at Wave 3 is additional to or different from that provided as part of the Academy’s usual differentiated curriculum offer as explained in Wave 1.  


Extra Activities

As an Academy our specialism is Science and our foci are Museum Learning and Rowing. Students with SEND are encouraged to take part in all extra curricula activities linked to our specialism and foci.  The Museum Learning Department ensures that all students with SEND are involved in all SEND trips. Our enrichment activities offer diverse inclusive extra curricula activities which all students are encouraged to take part in.

Meeting the Social and Emotional Needs of Children and Young People with SEN

The Langley Academy provides a safe and calm environment, where students can learn and socialise. Students who are causing concern around the Academy and during lessons are highlighted either by the leadership team, who then provide a Round Robin which is sent to all their subject teachers to be filled in appropriately according to the student’s attitude to learning. Parents/Carers are contacted before any support is put in place. They also have the opportunity to contact the Academy to enquire of their child’s progress, discuss any issues they may have and have their questions answered. If the student has social and emotional issues due to stress at home, the Academy would provide outside help as well as one-to-one support with a trusted adult from the Academy. 

 With reference to bullying:

  • We keep logs of every incident and participate in ‘Restoratives’ for the students
  • We have the BIG (Bullying Intervention Group)
  • We hold weekly meetings with the group to talk about any issues that have arisen
  • We have a bullying section on our website for students to anonymously tell of any bullying incidents, and to raise the profile of what bullying is
  • We have a recognised award that says we are outstanding in anti bullying prevention (BIG)
  • The students have had training in peer mentoring for use in our Tutor Programme
  • We have achieved Princess Diana Award for Anti Bullying

Keeping Up to Date with Knowledge and Skills

We believe that staff (teachers and support staff) should have appropriate training and staff development to support their role in working with students who have special educational needs and/or disabilities. Staff development needs are linked to the needs and targets identified in The Annual Strategic Plan. Details of our approach to training and development may be found in our Staff Development and Performance Management Policies. The Langley Academy works in partnership with the LA.  The SENCO and Learning Support team liaise and work with outside providers (Specific Learning Difficulties, Visually Impaired, Hearing Impaired, Educational Psychologists and the Slough Advisory Service). There is a service level agreement with Services Supporting Behaviour, Youth Service Team, Psychology Services and Services for Children with Learning Difficulties and Disabilities. 


  • Visits to primary schools by the SEND Team and Transition Team
  • Visits to The Langley Academy by individual students and/or small groups of students as required prior to Intake Day
  • Liaison with parents/carers of students in Year 6
  • We also have close links with our partner post-16 providers such as East Berkshire College. These links are enhanced through the work of other further/higher education providers Reading University, Brunel University and Royal Holloway

Helpful Contacts

Mrs Heales  - (Assistant Head Teacher, Inclusion and Personalised Learning)- 01753 214440

Mr O'Neill - (Assistant Head Teacher & Safeguarding Officer) - 01753 214440

Mr Matshazi - (SENCO and Specialist Teacher) - 01753 214440 



Last Updated


This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations