Longshaw Community Infant School
We are a three form infant school for pupils from 4 to 7 years old. Our vision is to foster a love of lifelong learning and give every child the opportunity to develop socially, academically, creatively, spiritually and emotionally. We provide a broad, balanced and rich curriculum which will challenge children's thinking, encourage them to care for others and inspire them to fulfil their individual potential in order to achieve success
Who to contact
Where to go
- Longshaw Community Infant School
- BB2 3NF
- Referral required
The school is fully wheelchair accessible and we have a lift installed where there is a flight of stairs. We have a wet room within school with disabled facilities and changing facilities. There is also disabled parking in the car park. Within school we use ICT to support pupils and have a variety of ICT programmes that also aid pupils access to learning
- Contact Name
- Ruth Lilliott
- Contact Telephone
- 01254 260534
- Contact Email
- Local Offer Age Bands
Parents & carers
- Needs Level
- SEN Provision Type
Schools' Extended Local Offer Response
- What specialist services and expertise are available at, or accessed by, the school/setting?
v We have support from specialist teachers and support staff for accessing the curriculum and extra work on SEND related needs (speech, language and communication; hearing impairment; visual impairment; behaviour related needs; severe learning difficulties and autism).
v We get support from local authority services.
v We get support from speech and language therapy (S<) to train our staff and advise on strategies and programmes. We refer pupils for assessment if we believe they need a period of therapy. We have an Oracy specialist on our staff.
v We get support from the Educational Psychologist.
v We get support from physiotherapy for pupils who need it.
Together with the pupil and the parents we review the pupil’s progress; agree what everyone will do to make teaching and learning more effective and agree targets for the pupil’s achievement; agree how we will work together and what we will each do; agree a date to review how well the pupil is doing and whether we are making a difference, and what we need to do next. This information is recorded to ensure accountability.
- What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
Staff in school have received training covering a variety of different aspects of special educational needs. These include speech, language and communication, autistic spectrum disorder, social and emotional needs and specific learning needs.
All staff have received basic training on specific learning needs, autism and social and emotional needs. We have staff with qualifications relating to specific learning needs and speech and language.
- How do you know if my child/young person needs extra help?
v When pupils have identified SEND before they start at our school, we will work closely with the people who already know them and use the information already available to identify what their special educational need will be in our school setting.
v If you tell us you think that your child has a special educational need we will discuss this with you and follow up your concerns. We will share what we discover with you and agree with you what we will do next and what you can do to help your child.
v If our staff think that your child has a special educational need this may be because they are not making the same progress as other pupils, they may not be able to follow instructions or answer questions or may have motor skills difficulties, they may have difficulties around speech language and communication. We will observe them; we will assess their understanding of what we are doing in school and use tests to pinpoint possible causes of the difficulty (i.e. what is happening and why). At all times we will liaise with parents/ carers.
- What should I do if I think my child/young person may have special educational needs?
v The first person to talk to is the child’s class teacher who knows your child the best
v If the teacher feels they cannot fully support you they will involve the Special Needs Coordinator
v If you feel your concern has not been dealt with you can speak to the Headteacher
- How will staff support my child/young person?
v Each child is treated as an individual and will therefore need a different kind of support. We will assess their needs and decide how best to support these needs.
v Support can take the form of intervention programmes, adapted resources, additional adult support, amongst other things
- How will the curriculum be matched to my child's/young person's needs?
v All our staff are trained to ensure that pupils undertake work that is differentiated to meet their needs. Staff will adjust materials and class tasks to make it easier or more challenging, so that every child is able to learn at their own pace and in their own way
v We use a variety of learning styles and multisensory approaches to support pupils learning
We also use additional schemes, materials and equipment so that we can plan for learning at the right level for pupils with special educational needs
- How will teaching approaches be modified to support my child/young person?
v All our staff are trained so that we are able to adapt their teaching to support a range of different needs such as, specific learning difficulties (including dyslexia) (SpLD); autistic spectrum disorder (ASD); speech, language and communication needs (SLCN), emotional and social difficulties (ESD)
v We aim to be a dyslexia friendly school, as this approach supports all pupils
We use a number of approaches to support teaching and learning – Read Write Inc, Better Reading Partners, Fischer Family Trust, Reading Recovery, Numbers and Patterns, First Class at Number, Numbers Count, Body Awareness, Write Dance, speech and language interventions, memory skills, listening and attention programmes, amongst others
- How will both you and I know how my child/young person is doing?
v We use ‘P’ levels to assess progress that is in smaller steps and at a slower pace than the usual national curriculum assessments
v We use staff meetings to ensure that all teachers can assess an anonymous piece of work accurately in order to check our judgements of attainment are accurate (moderating)
v We use a rigorous tracking systems to check half termly that progress for all children is good
v We check how well a pupil understands and makes progress in each lesson using assessment for learning techniques
v Our Senior Leadership Team, in addition to class teachers, check the progress of pupils every half term and we discuss what we are doing to make sure all pupils make good progress and whether there is anything else we can do?
v For pupils with special educational needs teachers will discuss progress with parents when we review their individual provision maps and at parents’ evening meetings. We hold these meetings more often if we believe this will help
v We hold regular meetings with parents and professionals to discuss how we are meeting pupils’ needs, their progress and to agree what the individual’s next steps should be
- How will you help me to support my child/young person's learning?
v At Longshaw we pride ourselves on working in partnership with our parents. At the start of the year we hold information sessions for parents on how to support their child.
v If it is felt that your child has an additional need this will be discussed with you and we will write an individual provision map. Within this map will be things you can do to support your child
v Pupils are also sent home regular homework which will support their learning.
v There will also be review meetings at which we discuss your child’s progress and suggest ways in which all adults involved can support the child
v Staff are always happy to meet with parents at a mutually convenient time to offer advice
- What support will there be for my child's/young person's overall wellbeing?
v We employ a pupil wellbeing coordinator to support pupils and their families at all stages of the continuum of need, lead professional on CAF, member of core groups etc.
v The pupil wellbeing coordinator leads on early help strategy to identify the right help at the right time to ensure pupils flourish and achieve their potential
v We have experienced staff that work 1:1 or in small groups for short periods with pupils who will benefit from tailored intervention programmes to address issues that may affect their well-being
v We closely monitor behaviour in class and on the playground in order to support pupils
v Our curriculum integrates the development of problem solving, coping with specific situations and understanding and managing feelings within subject areas
v We also deliver specific personal, health, social and emotional development lessons that address issues that we feel are relevant to our community
v Our teachers are trained to identify and assess the early signs of anxiety, emotional distress and behavioural problems in our children
v We have close links with local services to offer specialist support to pupils and families – this includes Women’s Aid (Wish), ELCAS, Family Support, School Nurse, Paediatrician, Young Carers, Home Start
v We strive to ensure that we build a community where all children learn, care, are inspired and succeed. We do this by supporting our children to make the best choices in order to help them get along, support each other and learn. All staff do this by recognising the importance of building positive relationships, knowing their pupils, supporting their individual needs and understanding their circumstances.
- What activities will be available for my child/young person?
v We have regular educational visits. Pupils with SEND are always included in these. We choose visits that are accessible to all. In the last year these trips have included visits to Blackpool Zoo, Smithills Farm, local places of worship, Waddow Outdoor Centre and Lytham St. Annes
v We take the children to the local church at Christmas and Easter and a visit to a local mosque is included in the RE curriculum
v The year 2 pupils have swimming lessons for a ten week period
v We employ a specialist music teacher for two days a week to teach in every class
v We also employ Funda specialist sports coaches to teach P.E to all children
v We run a great variety of lunchtime and after school clubs which have included – dance, drama, story-telling, jigsaw club, art club, choir, bell ringing, percussion and computing. These clubs alter throughout the year and all children have access to them
- How will you prepare and support my child/young person during transitions?
v We hold transfer meetings with all schools that our pupils are coming from or moving to at the beginning of their Reception year or before they move on to the Junior School. This enables us to share information about pupils
v Induction meetings are held for parents and pupils on entry to our school
v Pupils are encouraged to attend our visit days to our school or the Junior School they will be moving to at the end of Year 2
v We attend meetings held at feeder nurseries
v We ensure staff visit or contact the child’s nursery prior to starting reception in order to learn as much as they can about the child prior to them starting school
v We create transition books for those pupils who need it to help them get to know our school prior to joining us
v We hold transition meetings for pupils moving on to other schools, including the Longshaw Junior School
v We also run extra transition group for those year 2 pupils who need additional support moving to the Junior school
v Throughout Year 2 there are a great variety of activities that involve the Junior School. The children have a number of visits at different times of day and the Year 3 teachers come and teach the Year 2 children whilst they are still in our school
v We also support pupils moving from one year group to the next
- How are resources and equipment allocated and matched to my child's/young person's needs?
v We carefully assess all pupils’ needs to ensure they receive any extra support that they may need
v We use workstations; picture timetables; Picture Exchange Communication System; countdown timers, visual prompts and sensory breaks for pupils who may need them to help them to learn
v We use a range of ICT programmes to help pupils engage with subjects they find difficult, practise basic skills and become independent learners.
v We have several members of staff who give 1:1 emotional support if it is needed and have two members of staff who are ELAS trained
v We have a number of teaching assistant who support within classes, groups of pupils or individual children throughout the day
- How are decisions made about what type and how much support my child/young person will receive?
v We are child and family centred so you will be involved in all decision making about your child’s needs or any extra support which may be necessary
v When we assess special educational needs we discuss if understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way to make progress
v After we write and review Individual Provision Maps we will discuss them with pupils and parents/carers
v We use homework to repeat and practise activities that are new and present an achievable challenge for the individual pupil
v We regularly review pupil’s progress and decide if their needs have changed and if the level of support should alter.
v School may ask you for permission to invite outside agencies to become involved. They will observe your child and may undertake assessments. The professionals will then write strategies for school to implement. These strategies will be regularly reviewed.
v When pupil’s needs involve outside agencies these professionals are also invited to the pupil’s special educational meetings
If it is felt that the child needs more support than school can provide this will be discussed at multi agency meeting. School will follow this advise and review progress through the assess, plan do review process. If a pupils need is significant then the outcome may be a referral to the panel who decides if an Education, Health and Care Plan is required. If a plan is granted then additional funds are given to school. At all times the views of parents are actively sought and listened to.