Lambs Lane Primary School

Lambs Lane School

Lambs Lane is a one-form entry primary school situated on the edge of Spencers Wood.  We are a mainstream school with a fully integrated resource unit catering for up to 10 children with additional complex needs.  We have an inclusive ethos which is developed through removing barriers to learning, participation and a sense of belonging.  We encourage all members of our community to ‘Reach out and Shine’!

Contact information

Lambs Lane Primary School
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Contact Name
Mrs Sharon Finn
Contact Position
Head Teacher
0118 988 3820 0118 988 3820


Lambs Lane Primary School
Back Lane
Spencers Wood
View RG7 1JB on a map

Accessing this service

Type of School
Age Ranges
4 yrs - 11 yrs

Provision For

Supporting people with
Mobility problems
Physical impairment
Local Offer

Local Offer - Support available for children and young people with additional needs

Contact Name
Claire Carroll
Contact Telephone
0118 988 3820
Contact Email
Local Offer Description

Local Offer last reviewed 18/10/2021

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Informal and more focussed conversations with parents
  • Liaising with previous settings
  • On-going assessment and monitoring of progress and attainment of all pupils in line with the assessment policy
  • Communication between class staff, Inclusion Manager, Headteacher and parents
  • Observations and assessments carried out by the Inclusion Manager and supporting outside professionals
1.2: What should I do if I think my child has SEND?
  • Speak to class teacher about any concerns initially
  • Meet with Inclusion Manager or Head teacher 

Our Inclusion Manager’s role is to ensure children are included in all aspects of school life, particularly children with Special Educational Needs and Disabilities. 

Support for children with special educational needs 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
  • Class teacher with support from Inclusion Manager
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Meetings with the class teacher and/or Inclusion Manager
  • Agreed method of home communication for parents unable to get into school regularly
  • Individual Provision Plans (IPPs) 
  • Parents evenings/SEN/D support meetings termly
  • Annual reports

Annual reviews for children with an Education, Health and Care Plan (EHCP)

2.3: How will the school balance my child's need for support with developing their independence?
  • Appropriately differentiated teaching – styles, tasks and resources
  • Appropriately targeted small group or individual support
  • Visual timetables where appropriate – whole class or individual
  • Key support staff identified for pupils with complex needs
  • Outside agencies provide support for children with complex needs – such as Speech and Language, Behavioural Support, Occupational Therapy and Physiotherapy – alongside school staff
  • Opportunities to develop skills for independent learning
2.4: How will the school match / differentiate the curriculum for my child's needs?
  • Children’s needs and interests will be taken into account when planning the curriculum.
  • The curriculum will be differentiated based on individual children’s needs, taking into account information gathered about each child. Differentiation may be at a small group or individual level. 
  • Additional intervention coordinated by the Inclusion Manager may take place outside of the classroom if necessary.
2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
  • Strategies are put in place to best match individual children’s needs.
  • Advice, support and resources from outside supporting professionals are taken into account.
  • Strategies include:
  • Specific differentiated activities
  • Visual support including pictures, writing frames or word banks
  • Visual timetables
  • Reward systems
  • ICT support
  • Working walls
  • Small steps with specific achievable objectives
  • Multi-sensory approach to activities
  • Learning and sensory needs breaks
  • Additional / alternative resources provided to support individual needs
  • Individualised teaching programmes for children with complex needs
  • Consideration of the learning environment
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Inclusion Team - Inclusion Manager, Nurture Assistants and Parent Support Advisor
  • Teaching Assistants in each year group
  • Additional staff to support specific interventions
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child.  We will endeavour to provide the resources necessary for each child based on recommendations made by specialist services. Currently we have the following resources and equipment in school:

  • Sloping desks
  • Specialist chairs
  • Corner seat
  • Standing frames
  • Trikes
  • Posture cushions
  • Pencil grips / pencils / scissors / rulers
  • Coloured paper and overlays
  • Fiddle toys
  • Weighted blanket and jacket
  • Sensory equipment
  • Toilet seats / hoist / height-adjustable bed / disabled toilet with bars
  • Height-adjustable tables
  • Specialised cutlery
  • Adapted sports equipment
2.9: What special arrangements can be made for my child when taking examinations?

This will depend upon the identified needs of the child and the regulations/specifications of the DfE, but may include

  • Additional time
  • Scribe / transcription
  • Reader
  • Quiet area
  • 1:1 support
My child's progress 3.1: How will the school monitor my child's progress and how will I be involved in this?
  • On-going teacher assessments
  • Standardised tests where necessary to give standardised scores and comparative ages
  • Provision mapping and pupil progress meetings
  • Conversations between parents, teachers and Inclusion Manager
  • Parents' evenings
  • School report twice yearly
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • Provision Maps and Individual Provision Plans are reviewed at least termly and new outcomes set based on information gathered
  • Parents will be involved through discussions with staff and organised meetings termly.
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • Parents are welcome to arrange to meet with teachers or Inclusion Manager at any time, either for an informal chat or a more formal meeting.
  • Teachers or Inclusion Manager may request a meeting with you to discuss specific issues.
  • Annual Reviews for children with an Education, Health and Care Plan.
  • SEN support meetings take place termly with the Inclusion Manager, class teacher and any other adults involved in your child’s provision.
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to arrange a meeting to discuss issues regarding a child.
  • Home-school communication methods can be used if appropriate.
  • Regular phone calls / emails when required.
3.5: How can I help support my child's learning?
  • Ensure children come to school ready to learn – on time, with appropriate equipment
  • Support the school with regards to behaviour
  • Read regularly with your child
  • Provide support with homework
  • Don’t take holidays during term time
  • Regular communication with the school about issues that may arise
  • Work together with the school to support agreed interventions
  • Track progress on your child’s Individual Provision Plan and attend all arranged meetings to discuss progress
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school provides sessions throughout the year focused on specific year groups or areas of learning.
  • Parenting workshops and additional training are signposted.
  • The school can make referrals to  a variety of external agencies to request support or advice.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Regular discussions with the child
  • Attendance at meetings if appropriate
  • Annual Review questionnaire for those children with an Education, Health and Care Plan
3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • None currently
3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
  • Regular monitoring of progress through teacher assessment
  • Regular monitoring of the effectiveness of interventions
  • Impact evaluation of interventions
  • Regular review of Provision Maps 
  • Governor monitoring regularly
  • Annual reviews
  • Liaison with outside agencies
  • Individual Provision Plans reviewed termly
  • Discussions with children and parents
Support for my child's overall well being 4.1: What support is available to promote the emotional and social development of children with SEND?
  • Advice and support from outside agencies
  • Counselling
  • Specific intervention eg Talk Time, Nurture Sessions, Social Stories, scaling activities, Sensory Diet
  • Additional adult support during unstructured times
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
  • Clear and consistent whole school behaviour management system
  • School working towards being a Therapeutic thinking School 
  • Whole school rewards and consequences
  • Individual Behaviour Plans / Reward and consequence systems
  • Visual timetables
  • Home/school liaison books
  • Social stories
  • Scaling activities
  • Sensory activities
  • Learning breaks
  • Alternative communication systems
  • Outside agencies support (Foundry College - behaviour support, Educational Psychologist)
  • Quiet room
  • Sensory room
  • Alternative areas to work
  • Individual support as necessary (both in the classroom and during unstructured times of the day)
  • Liaison with parents
  • Target setting and monitoring of specific behaviours through Report card
  • Behaviour Plans
  • Pastoral Support Plans for children at risk of exclusion
4.3: What medical support is available in the school for children with SEND?
  • Trained first aiders
  • SARS, asthma and epilepsy training for key staff
  • Staff are trained by medical professionals to meet the medical needs of individual children as required
  • Liaison with School Nurse and other Health Care professionals
4.4: How does the school manage the administration of medicines?
  • Forms are completed to allow prescribed medicines to be given during the school day by staff
  • Medicine policy
  • Trained first aiders
  • Medicines locked away as needed
  • Care plans for individual children
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • 2 disabled toilets with padded seat / bars / hoist
  • Height-adjustable bed for changing nappies
  • Alternative cutlery
  • Welfare Assistant and other school staff experienced in meeting toileting needs
  • 1:1 support as required for eating
  • Liaison with outside agencies and parents
  • Care plans for individual children
Specialist services and expertise available at or accessed by the school 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
  • Educational Psychologists
  • Learning Support Service
  • Foundry College (Behaviour support)
  • ASSIST (Autistic Spectrum Condition support)
  • Outreach support from Addington Special School
  • CAMHS (Children and Adolescents Mental Health Service)
  • Speech and Language Therapists
  • Physiotherapist
  • Occupational Therapist
  • Sensory Consortium
5.2: What should I do if I think my child needs support from one of these services?

Speak to the class teacher or Inclusion Manager initially who will advise next steps and make referrals if necessary.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Therapists from the Child and Young Person's Integrated Therapy Team (NHS) attend school regularly to assess and review children’s progress and provide programmes to carry out in school with support from Teaching Assistants
  • Physiotherapists, Occupational Therapists and Speech and Language therapists attend regularly and work with individual children identified as needing this level of support
  • Programmes already in place on arrival will be followed with review and consultation with therapists as needed
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
  • Speak to the class teacher or Inclusion Manager initially who will advise next steps and make referrals as necessary
  • Referrals may also be available through your GP
5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • School has access to Children’s Social Care when required as per school Safeguarding policy and national requirements 
Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • Training is provided dependent on current needs either in-house or with support of external specialists
  • Inclusion Manager, Head and other staff attend various training and cascade to others
  • Provision Mapping, Performance Management, lesson observations etc. highlight any additional training required
6.2: What SEND training is provided for teaching assistants and other staff in your school?

As above

6.3: Do teachers have any specific qualifications in SEND?
  • Inclusion manager has gained the SENCo Accreditation and other SEN/D specific training
  • All staff have some experience in dealing with a range of SEND pupils
  • Courses and training are available and key staff identified
6.4: Do teaching assistants have any specific qualifications in SEND?

As above

Activities outside the classroom including school trips 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • All children are included in out of school activities and trips, following risk assessments carried out in line with the Local Authority guidelines. Adaptations maybe made or 1:1 support provided as necessary for children with complex needs. Individual arrangements will be discussed with parents as appropriate. 
  • Children will be prepared for their trip as necessary; strategies may include visual timetables and social stories.
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Parents will be consulted during the planning, and recommendations from the location to be visited will also be taken into account regarding facilities and accessibility.
Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • There are ramps at all entrances
  • The school is on one level
  • There are 2 disabled toilets
  • All areas of the school are fully accessible 
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • Yellow paint has been used and doors have been altered to improve access for visually impaired children.
  • An environmental audit will be undertaken if necessary to ensure provision is made for a child with complex needs entering the school.
8.3: Are there accessible changing and toilet facilities?
  • 2 disabled toilets
  • Height-adjustable bed for nappy changing
  • Shower facilities with hoists as needed
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • As above
  • Each child with physical needs has a Care Plan outlining how they access school facilities.
  • Any further needs will be assessed on an individual basis and adaptations made as necessary.
8.5: How does the school communicate with parents / carers who have a disability?
  • Informal discussions – in person, by phone or email – with class teacher, Teaching Assistant, Welfare Assistant or Inclusion Manager
  • Agreed home-school communication methods if appropriate
  • Care Plan updated as necessary
  • Meetings with school staff and/or outside agencies as necessary
  • Annual Reviews for children with a Statement of Educational Need or Education, Health and Care Plan
  • Adaptations made as needed or requested
  • External support sought when needed
8.6: How does the school communicate with parents / carers whose first language is not English?

Translator services would be requested if necessary

Preparing my child to join the school or to transfer to a new school or the next stage of education and life 9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • Home visits – opportunity for parents and school staff to gather information
  • Pervios setting visits
  • Parents' information sessions
  • Liaison with pre-school settings or previous settings
  • Additional transition arrangements for vulnerable children – photo booklet, additional visits, meetings with outside agencies involved etc.
  • Inclusion Manager will attend any relevant Team Around the Family meetings, Annual Reviews etc.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Class visits
  • Opportunities to familiarise themselves with staff and peers in the new class
  • Sharing of information between past and future staff
  • Parents information session
  • Additional transition arrangements for vulnerable children – photo booklet, additional visits, meetings with outside agencies involved etc.
9.3: How will my child be prepared to move on to his or her next school?
  • As above
  • Year 6 children are involved in discussions / activities to prepare them for leaving Lambs Lane and moving on to Secondary school
  • For vulnerable children, the future setting will be invited to a transition planning meeting when appropriate arrangements will be agreed
9.4: How will you support a new school to prepare for my child?
  • Arrangements are made according to need, and may include any of the above as well as:
  • New setting staff to visit child at Lambs Lane
  • Lambs Lane staff to visit new setting with child
  • New setting staff invited to attend Team Around the Family meetings, Annual Reviews etc.
  • Sharing of strategies and interventions used – both school staff and outside agencies
9.5: What information will be provided to my child's new school?

A range of information will be shared including;

  • academic information test data, teacher assessments, progress measures, provision mapping)
  • social and behavioural issues, medical / physical needs and
  • any important background information.
9.6: How will the school prepare my child for the transition to further education or employment?

Not applicable

Who can I contact to discuss my child ? 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
  • Class teacher
  • Inclusion Manager
  • Headteacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

The school has a Parent Support Advisor who works closely with the Inclusion Manager and the Head Teacher to provide support for families and to signpost or refer for further support if necessary.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • Noticeboard
  • The Parent Support Advisor may provide targeted information for specific parents
  • Every effort will be made to support parents as needs arise
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Feedback through informal discussions with school staff and Governors, parents' evenings, questionnaires
  • Complaints should be taken to the Headteacher when other avenues have not been successful.
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School Admission Link
Lambs Lane Primary School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

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