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Lynch Hill Primary Academy

Service has Local Offer

At Lynch Hill Primary Academy we aim to develop children:

  • As motivated individuals who strive for high academic achievement.
  • As responsible and caring members of the community.
  • As independent, life-long learners.
  • Who have high self-esteem, respecting themselves, others and the world around them.

We demonstrate our commitment to working as a learning community by:

  • striving for continuous improvement in all that we do
  • working collaboratively towards common goals
  • achieving ‘Investors in People' Gold Award, the Basic Skills Award, Healthy Schools status and Artsmark
  • working towards The Challenge Award and International Schools' Award.

Who to contact

Hannah Gates, Louise Clarke, Charlotte Bond,Chloe O'Connor
Inclusion Team
01753 524170
Lynch Hill Primary Academy

Where to go

Lynch Hill School Primary Academy
Garrard Road

Local Offer


Lynch Hill Primary Academy is a thriving four form entry primary school which caters for children from nursery to year 6. At Lynch Hill Primary Academy we continually strive to offer children the best we can. In order to achieve this we promote high achievement and learning for life through a number of key principles including; achievement and opportunities for all, guidance, safety and unity.

We believe that each child will succeed at Lynch Hill because of the value we place upon:

  • Achievement
  • Aspiration
  • Respect


Contact Name
Hannah Gates, Laura Carlton, Louise Clarke, Charley Richardson
Contact Telephone
Contact Email
Local Offer Age Bands
Primary (4-10 years)

Extended Local Offer Response

Special Educational Needs Policy

Lynch Hill School we aim to ensure all children achieve and reach their potential. We do this through an exciting, motivating and personalised curriculum, ensuring that every child is effectively supported and challenged to be the best they can be. We embrace the fact that every child is different and therefore the educational needs of every child are different. Equality of opportunity is central to the work of our school and we believe we are successful in removing barriers to learning so that all pupils can achieve. Through regular and rigorous assessments, children who need additional support are quickly identified and addressed through personalised learning interventions. These interventions are reviewed frequently to ensure their effectiveness and secure progress. At Lynch Hill School, achievement is for everyone and our rigorous systems ensure all succeed; no one falls through the net.

Appendixes to our Local Offer:
A.   The full SEN policy (this should be informed by and include reference to the 2014 Draft SEN Code of Practice)
B.   Curriculum policy
C.   Equality Duty
D.   Behaviour policy
E.   The SBC local offer
F.   Complaints policy


Teaching and Learning

High quality teaching and learning is a priority to ensure that children make good and sustained progress. Quality teaching in the classroom is crucial. Children are given all the steps that they need to ensure learning is taking place in each lesson. They are given regular feedback from each other and their teachers to help them with their next steps.  A key to successful learners is to provide opportunities for children to develop their skills in overcoming challenges and building resilience. We provide learning experiences for children that will build on their knowledge and give them time to apply their skills in a variety of ways. Children are often taught in ability groups to offer a personalised and differentiated curriculum. Opportunities are given for personal feedback from the teacher and children are regularly given time to review and consolidate learning.

Our regular and ongoing assessments highlight quickly and efficiently when a more targeted and differentiated approach might be necessary. We use: teachers and Teaching Assistants, Learning Mentors, communication support assistants, therapists and other specialists creatively to meet the needs of our learners.

Our Inclusion team meet regularly with staff and parents to discuss the teaching and learning plans we offer to our pupils. We ensure that the most effective and holistic approach is being applied to most effectively and efficiently meet our pupils’ needs.

Identifying and Assessing Special Educational Needs

We have a number of routes to flag a child who may have a Special Educational Need.  Meetings are arranged for teachers or TAs to come and discuss concerns with the inclusion team. Staff can raise concerns through an SEN alert. Parents, Teachers, Teaching Assistants and pupils are welcome to make an appointment with the class teacher or Inclusion team to raise their concerns who will then identify the most appropriate path. 

At Lynch Hill school, we assess a child’s needs and put together a plan. We usually do this by setting targets and identifying actions through an Individual Education Plan. We may also plan and set targets for children with an Education Health and Care plan and review them annually. We have children who are looked after by the local authority, these children are also assessed regularly and a plan with targets and actions is made and reviewed regularly.

These plans are reviewed regularly and evaluated for their effectiveness. In the case where our assessments and interventions are not providing the success that we would expect, we would look to specialist professionals such as the Educational Psychologist to provide us with more detailed assessments and to contribute to the plan.

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

Parents work closely with the school to support their child’s special needs. We encourage parents to communicate regularly with their child’s class teacher to ensure a good relationship. The usual forms of communication are regularly used in the school such as face-to-face quick meetings at the beginning or end of day, phone, email and parent –teacher interviews. In addition to these forms of communication, we hold regular Individual Education Plan meetings, Team Around The Child and Annual reviews for children with an SEN.

As part of our school values, we regularly hear what our pupils have to say and receive very positive feedback about their learning experiences. In addition as part of our annual SEN review, we request the views of the children with an SEN, disability or who are Looked After by the Local Authority.  We also ensure that we gather the views of our pupils for their Annual Reviews, usually through photographs or a personal interview. Children can represent their views as they wish to.

We are lucky enough to have specialist staff at Lynch Hill School who provide additional support in maths and to support children with Autism Spectrum Disorder and social and emotional needs. Wherever appropriate and possible, the school engages the services of an Educational Psychologist, health professionals, speech and language therapist, CAMHS and social care.

Additional Support

The school offers many different forms of additional provision. This can include: in-class support; out-of-class support; one-to-one support; flexible groupings (including small group work); access to specific resources such as; mentoring; therapy; and access to a wide range of outside agencies*. Additional provision is overseen by the school's Inclusion team and is designed and implemented by an excellent team of teachers, ably supported by a fantastic group of teaching assistants. Like with individual targets, the most important point is this: additional provision depends on the needs of the child.

In addition, all Lynch Hill pupils benefit from a range of teaching and learning styles; a differentiated curriculum; a range of differentiated learning materials (both for reinforcement and extension); assessment procedures that emphasise pupils’ strengths and achievements; access to ICT; differentiated booster classes in Year 6 and Year 2; and a broad range of extra-curricular activities

At Lynch Hill we have two highly resourced bases to support pupils with Social Communication Difficulties and/ or complex learning and sensory needs.

Blossom Tree

Blossom Tree is a resource based style provision predominantly for pupils in years 1 – 3. Blossom Tree offers a highly differentiated and multisensory curriculum which is tailored for each child to include all appropriate academic skills and life skills. All pupils should be able to learn for short periods of time within the mainstream classroom with adult support. Pupils will work on the skills required to increase the amount of time that they are able to stay in class. Blossom tree can currently cater for six children. 
See attached appendix for the entry criteria. 

The Hub

The Hub is a resource based style provision predominantly for pupils Years 4 – 6. The Hub offers differentiated access to the curriculum as well as a focus on preparing children for their secondary provision. The children have access to a robust academic curriculum in addition to life skills and social communication activities. 
See attached appendix for the entry criteria

Leo’s Pride

Leo’s Pride is our Nurture provision mostly aimed at children in Reception and Year 1. Nurture runs 3 afternoons a week and supports children’s social and emotional development. The focus of the group is to immerse children in a warm, accepting environment in which children are given the opportunities to develop positive relationships with both adults and peers. The group is made up of 6 children who are collected from class in the afternoons and taken to Leo’s pride where they will undertake activities which include emotional literacy sessions, news sharing and snack time.

Extra Activities

In addition to the curriculum the school has a variety of afterschool clubs which are open to all children in the school. There is a broad range of activities that children can sign up to do including art and crafts, sport, games, cookery, drama and other exciting activities that our children enjoy. The school arranges two residential trips a year to outdoor adventure sites which are hugely popular and open to all pupils in KS2.

Throughout the academic year, children are taken on at least two trips. One trip is educational and related to their learning and topic and one trip is to celebrate the end of the year and all of the successes the children have had.

If a child accesses our Nurture or resource bases they will visit a number of places throughout the year such as the park, shops, vets and other essential places for children to gain experiences of everyday life.

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

The school offers children many provisions to support pupils with social and emotional needs. We offer children social groups and additional lunch time support if they are struggling with play times. All our staff are trained to notice and reward positive behaviours. Class teachers are encouraged to use a collaborative reward to encourage children to work towards goals together.

If a child needs further support with their behaviour we have individual reward charts to motivate and boost self esteem.

The school also offers play therapy, drama therapy and a counselling psychologist to support more significant social and emotional needs.

For children requiring more targeted and individualised emotional and social support the school has a fantastic Nurture group, Leo’s Pride.

The school has a robust behaviour and anti bullying policy. Bullying is not tolerated and when an incident of bulling is identified the school acts quickly to resolve the issues.

Keeping Up to Date with Knowledge and Skills

The professional development of staff is maintained through regular staff training in relation to teaching and learning. In addition to the extensive in house training staff are encouraged to seek training that will benefit and impact on the progress of our pupils. We also work closely with the local authority and have regularly used specialist staff to train staff, TAs and dinner staff in working with children with social and emotional needs. We work closely with our Educational Psychologist who supports the school through bespoke whole school training.

In school, we have staff who are trained Nurture practitioners and are able to support children with a range of social, emotional and behavioural needs. We also have senior practitioners who are very experienced working with children with Autism. We have a communication team who support children with speech and language needs. We currently have drama therapy, play therapy, Lego therapy, counselling and Emotional Literacy Support Assistant offering therapeutic emotional and social services.

As well as using the school’s experts, we often refer to specialists in the local authority such as the Educational Psychologist and Services for Learning Difficulties and disabilities. The school works closely with Health visitors, School Nurses and Social Care.

One of the Inclusion team’s key roles is to support the class teacher and additional staff in planning for children with SEN. The school has a training plan for all staff to improve the teaching and learning of children including those with SEN. This includes whole school training on SEN issues such as ASD, social and emotional development, learning differences, speech development and other relevant issues. All of our staff at Lynch Hill are ‘Team Teach’ trained and parents can feel confident that staff have the recommended strategies to deal effectively with all behaviour. 


For children starting our Nursery, our staff conducts a home visit, this is an opportunity for both children and staff to begin to build a rapport and help the child feel more confident about coming to school. The visit is a very useful way of identifying with the parent if there are any concerns about the child starting school. It provides a very effective method of putting into place intervention at a very early stage in the child’s life if appropriate and necessary. 

Transition is important in every year group at Lynch Hill School and as soon as Term 3 begins, staff meet to discuss, plan and write transition plans.

We recognise that ‘moving on’ can be difficult for a child with SEN and take steps to ensure that any transition is as smooth as possible. 

If your child is moving to another school: 

· We will contact the new school’s SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.

· We will make sure that all records about your child are passed on as soon as possible.

· Where possible we will attempt to arrange visits.

When moving classes in school:

· Information will be passed on to the new class teacher and in most cases, a planning meeting will take place with the new teacher. All IEPs will be shared with the new teacher. 

· Some children benefit from a transition booklet to support them with moving to their new class. 

· Your child will attend a small group in school, to support their understanding of the changes ahead. This may include creating a ‘Personal Passport’  which includes information about themselves for their new class. 

· Where possible your child will visit their new class on several occasions and staff from the new class will visit your child in their current class environment to build up the relationship to ensure a smooth transition.

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