Langley Hall Primary Academy

Ethos and Vision

At our school we focus on preparing children for life. We do this through our teachers who make learning imaginative, creative and inspiring. This motivates children to want to learn and make progress on their learning journey. We lay down firm foundations by giving numeracy and literacy a high priority. Art, drama, music, dance and sport also feature highly to provide every child with the opportunity to find their talents and shine.

We want every child to be a good citizen, a confident communicator respectful of those whose views are different from ours, discerning and kindhearted. We want them to challenge themselves and to be highly motivated to achieve their best, working towards being independent.

Who to contact

Sally Eaton
01753 580516

Where to go

Station Road

Local Offer

Contact Name
Marta Mazik
Contact Telephone
01753 580 516
Contact Email
Local Offer Age Bands
Primary (4-10 years)

Extended Local Offer ResponseClick to expand

Special Educational Needs Policy

At Langley Hall Primary Academy, we support pupils with learning difficulties and emotional needs to allow them to achieve their full potential. We identify barriers to learning and implement interventions to support pupils’ learning and wellbeing.

The concerns regarding pupils raised by members of staff or parents are further investigated by a class teacher liaising with SENCO. We aim to identify pupils with additional needs as soon as possible to provide them with tailored interventions aimed to support their learning and emotional development. Children will be observed so that the SENCO can gather information for initial and further assessment of individual children’s needs so that the curriculum can be adjusted appropriately. We also liaise with outside agencies to provide the support that children require.

We believe that children should be offered full access to a broad and balanced curriculum to enable them to become valuable citizens. 

We also ensure that all staff are aware of the needs of individual children and receive up-to date information and training wherever necessary. 

For further information please refer to our website

Teaching and Learning

All teachers are teachers of inclusion and special needs.

The progress of pupils is monitored regularly by a class teacher and the senior leadership team so that when a pupil is not making expected progress in a particular area of learning the school can identify the need for additional support. This will then be discussed with parents/ carers and the pupil concerned.

If parents/ carers have concerns about the progress or attainment of their child they are encouraged to make an appointment to speak to the class teacher to discuss their concerns or alternatively they can speak to SENCO.

Each child’s educational programme will be planned by a class teacher. It will be differentiated accordingly to suit the pupil’s individual needs and provide support and challenge for all.  This is called our universal provision (wave 1), our inclusive quality first teaching for all.  This may include additional general support by the teacher or teaching assistant in class.

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class, on occasions this can be individually differentiated.

The benefit of this type of differentiation is that all children can access a lesson and learn at their level.

Our differentiation aims to give children learning activities closely matched to their learning needs. We regularly give personal feedback to all our pupils in both verbal and written forms with written feedback designed to give developmental opportunities and create a dialogue for learning between teacher and pupil.

All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress. If, for example, a child has speech, language and communication needs teachers will use simplified language and pictures to support them to understand new vocabulary and concepts.

We have a team of dedicated Learning Support Assistants who support pupils in class, working with group of pupils or supporting them individually.

Identifying and Assessing Special Educational Needs

We are a caring school and we are proud to know our pupils well with a culture of ensuring progress and well-being with no pupil left behind.

We have rigorous Progress Meetings focused on pupils’ progress in their literacy and numeracy skills. We use data and other forms of assessment to identify additional needs and celebrate achievement.

The progress of all pupils is monitored regularly by class/ subject teachers and the senior leadership team so that when a pupil is not making expected progress in a particular area of learning the school can identify the need for additional support. This will then be discussed with parents/ carers and the pupil concerned.

If parents/ carers have concerns about the progress or attainment of their child they are encouraged to make an appointment to speak to the class teacher to discuss their concerns or alternatively they can speak to our Special Needs Coordinator (SENCO).

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

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. Parents are encouraged to communicate with the school via laser login system and we aim to respond to emails within 24 hours.

The class teacher will meet with parents at least on a termly basis (this could be as part of Parents’ Evening) to discuss your child’s needs, support and progress.

For further information the SENCO is available to discuss support in more detail.

If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual targets. This is discussed on a termly basis and parents are given a copy of the IEP. The targets set are SMART (Specific, Measurable, Achievable, Realistic and Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

If your child has complex SEND they may have an Educational, Health and Care Plan, which means that a formal meeting will take place to discuss your child’s progress and a report will be written.

Additional Support

We have a number of established relationships with professionals in health and social care and these are recorded on our provision maps.

The schools own robust procedures for identifying pupils’ additional needs have broadened the partnerships available where a partnership does not currently exist, the school aim to identify and put in place appropriate support for pupils.

All partnerships we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost to ensure a value for money service.

Extra Activities


Our school ethos and vision promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. It is our intention that all pupils attend every school activity outside 0f the classroom with the school putting a management programme in place. Where there are concerns of safety and access, further though and consideration is put in place to ensure needs are met and where applicable parents/carers are consulted and involved in planning. A risk assessment will be written and shared with all adults on the school trip.

The school has a vast range of clubs that all children are eligible to participate in and children will be encouraged to join those that are considered will support their development.

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

We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies.

The school also has a designated member of staff who works with vulnerable children and parents during school day in partnership with parents.

The school believes in celebrating success and rewarding expected behaviour.

A set of simple rules is known and understood by all staff and pupils.

The school’s expectations and procedures to achieve good behaviour are set out in the Behaviour Policy. The Hierarchy of Consequences within the school’s Behaviour Policy is fully understood and used successfully by all staff.

We regularly monitor attendance and take necessary actions to prevent prolonged unauthorised absence. We celebrate high attendance both for individuals and group of pupils. 

The School Council give a voice to all pupils and has led a variety of projects aimed at improving the life of all pupils. It has driven change and promoted health and well being across the school.

Keeping Up to Date with Knowledge and Skills

All staff receive regular one day first training with a minimum of two staff receiving a three day first aid training course.

Every member of staff receives regular safeguarding training. Along with all staff being trained there are a minimum of two members of staff who are trained Child Protection Liaison Officers with overall responsibility for child protection in the school.

Our SENCO has completed the mandatory National SENCO Award and is a qualified teacher and member of senior leadership team.

During Staff Development Meetings, teaching staff have regular training sessions and discussions regarding best practice in respect to pupils at school with additional needs. This training may be general to improve teaching strategies or it may be specific to support individual pupils.

In house training and training courses develop our staff to improve the delivery of wave 1 intervention provision.

Specific training courses have developed and enhanced skills & knowledge of the delivery of wave 2 and 3 interventions.

If a specific training need is identified and a course is available then relevant staff attend this course and disseminate their training.

Governing body works closely to fund training to enhance the progress of pupils with additional needs.


We have a robust transition programme in place for welcoming new pupils to our school. We carefully liaise with our feeder schools and nurseries to gain an understanding of the needs of all our new pupils.

A sharing of data and passing on of exercise books and writing portfolios give continuity and continuous high expectations for all pupils.

A ‘swivel morning’ gives all pupils an opportunity to meet their new teacher and peers.

Any pupils with additional needs are invited to attend the school at other times to familiarise themselves with the layout and make plans for a smooth transition.

Pupils moving to secondary schools are supported through attending events and activities at our secondary partners.

A robust transition programme is in place with liaison meetings between school staff. A sharing of data and passing on of written portfolios gives continuity and continuous high expectations for all pupils.

A ‘swivel day’ gives all year 6 pupils the opportunity to attend their new school.

Any pupils with additional needs attend the secondary school to familiarise themselves with the layout and make plans for a smooth transition.

A transition workshop is held to support identified pupils and give them strategies to succeed in secondary school.

Helpful Contacts

The Heads of Lower and Upper School
A full staff list can be found on the school website.

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Address: Station Road,  Slough,  Berkshire

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