Lambs Lane Primary 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
- Website
- Lambs Lane Primary School
- Scan to visit this website
- Contact Name
- Mrs Sharon Finn
- Contact Position
- Head Teacher
- Telephone
- 0118 988 3820 0118 988 3820
- admin@lambslane.wokingham.sch.uk
Location
- Name
- Lambs Lane Primary School
- Address
-
Back Lane
Spencers Wood
Berkshire - Postcode
- RG7 1JB
- View RG7 1JB on a map
Accessing this service
- Type of School
- Maintained
- Age Ranges
- 4 yrs - 11 yrs
Provision For
- Supporting people with
-
Mobility problems
Physical impairment

Local Offer - Support available for children and young people with additional needs
- Contact Name
- Claire Carroll
- Contact Telephone
- 0118 988 3820
- Contact Email
- ccarroll@lambslane.wokingham.sch.uk
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
- 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
- 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
- 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.
- 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
- Inclusion Team - Inclusion Manager, Nurture Assistants and Parent Support Advisor
- Teaching Assistants in each year group
- Additional staff to support specific interventions
Type / Title | Intervention Type |
---|
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
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
- 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.
- 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.
- 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.
- 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
- 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.
- Regular discussions with the child
- Attendance at meetings if appropriate
- Annual Review questionnaire for those children with an Education, Health and Care Plan
- None currently
- 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
- 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
- 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
- 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
- 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
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
- 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
- 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
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
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.
- 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
- 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.
- 2 disabled toilets
- Height-adjustable bed for nappy changing
- Shower facilities with hoists as needed
- 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.
- 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
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.
- 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.
- 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
- 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
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.
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
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
- 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
Lambs Lane Primary School
11.2: School Accessibility Plan
11.3: Special Education Needs Policy
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