Individual Needs

Langley School is an inclusive school. We cater for a wide range of students with additional needs in the mainstream school. In addition, we have 2 Additionally Resourced Provisions on site.

Futher information about SEND at Langley School can be found in our SEND policy and our SEND Information Report which can be found following the link below.

We pride ourselves on the philosophy that students are recognised as individuals, each with their different strengths, weaknesses and individual learning styles. Our outstanding results are achieved through a variety of initiatives including:

Detailed initial assessment in Year 7 to provide a full profile of every student’s strengths and areas for development.
In Key Stage 3, numeracy and literacy needs are supported with small group structured teaching and peer support programmes, e.g. additional literacy lessons and a Paired Reading Scheme.
A member of staff who has the specific responsibility for supporting the needs of EHCP pupils.
In Key Stage 4 a varied range of courses caters for all levels of ability, recognising the importance of the academic and vocational elements of a balanced curriculum.
Setting of groups, where appropriate, allows us to support.

Physical Disabilities ARP

We have an ARP for children with physical and sensory disabilities, which supports inclusive education for children with EHC Plans.

It is for children who have severe and complex physical and/or sensory disabilities and who are able to function in an ordinary classroom with appropriate adjustments.

One of those adjustments should be the need for a Specialist Base alongside mainstream education with any or all of the following:

physiotherapy
healthcare,
adapted toileting
a modified curriculum (e.g. ‘back up lessons’ to consolidate learning)
access to external specialist agencies
access to medication
1:1 personal care as appropriate

No direct teaching goes on in the PD ARP, however learning is supported in a range of ways. The funding that comes with the child allocated a place in the PD ARP, ensures the maintenance of that provision and its staffing.

The process for admission begins with the school, parents and/or LA confirming that the pupil has an EHC Plan, relating to a physical or sensory disability. On that basis, a decision is made on the most appropriate educational provision for the pupil.

If the PD ARP is considered appropriate the LA contact the headteacher with a request to make provision for the child concerned.

After due consultation with parents, the child, the LA, other agencies e.g. Health and the previous school, and if a place is appropriate and available, then agreement is reached on the provision and the pupil can be admitted onto the roll of Langley School with a specified placement within the PD ARP. This does not replace a mainstream education; it is in addition to it. It is not separate from the school, but it is intended to enable the child to thrive in a mainstream environment.

The Dyslexia Centre

The Dyslexia Centre is a 30 place Additionally Resourced Provision, catering for students from Year 7 to Year 11. Like the PD ARP, the LA are responsible for placement and all students have an EHCP where dyslexia is their primary need. Students are taught in small year groups. The department currently consists of a literacy and numeracy specialist and 6 Specialist Support Assistants, including a senior SSA.

In Year 7, they are integrated pastorally and in some mainstream lessons including Science, Technology and PE. The rest of their timetable is devoted to an intensive English and Maths programme, using multi-sensory learning.

This continues in Year 8, with exposure to further mainstream lessons such as Art, Music and Drama so that students are gently eased into secondary school life.

By Year 9 the students are almost wholly taught in mainstream with the support of assistive technology and Specialist Support Assistants, where appropriate. Time is still allocated for support lessons, where students have the opportunity for pre-teaching and post tutoring.

In Year 10 the students have the choice of the full range of option subjects and pursue a wide and varied curriculum, including GCSEs, BTECs and vocational studies such as ASDAN. By Key Stage 4 we are student driven and flexibility is the key to providing the help our Key Stage 4 students require. Many of them come to us after school for help when timetable commitments do not allow us the time during the school day to address their individual needs.