Learning Support

Introduction from the SENDCo 

My child has always been on the Special Educational Needs (SEN) register at primary school, will they automatically stay on it?  

They will automatically stay on the SEND Register. However, the register is fluid and a young person may come off at any time.  We use Oxfordshire guidance to determine both entry and exit criteria. 

How will the teachers know about my child’s needs?

Your child will have a Pupil Profile which provides teachers with full information of their individual needs and the strategies required to support inclusion. 

Regular pastoral meetings and/or learning support meetings review the progress and wellbeing of students with Special Educational Needs.  

Primary school teachers share information on pupils’ academic and pastoral needs with the Head of Year 7 during the transition process.

My son has an Education Health Care Plan (EHCP). How much support will he get in the classroom? 

The SENCO  provides an overview of the classroom support that students with an EHCP will require and the student’s key worker ensures strategies are in place to underpin successful learning. 

Since students learn best when they are able to work independently, our aim is to provide the framework in which they can manage this. We achieve this in a variety of ways, for example, by differentiating lesson content and tasks, using technology to support writing, task management sheets, breaking information into chunks.

Alongside this academic support, communication and life skills are taught.

My daughter is dyslexic, what support can you offer? 

Langtree provides Quality First Teaching – meeting the needs of all learners.  Pupil Information, potential barriers to learning and individualised strategies are shared with all staff. Therefore teachers know their students well and the best ways to help them to learn.

Where necessary some students will be offered extra English and numeracy lessons.

Students with pronounced dyslexia may receive 1:1 literacy support within the Learning Support Department. 

My daughter is on the Autistic Spectrum. How could you support her? 

Autism awareness is a strength of the school. We work closely with the Autism Support Service, who provide guidance in whole school good practice, as well as supporting individuals. School staff have Level 1 Autism Awareness Training and specialist Teaching Assistants hold a Level 2 qualification.

Each student with an Autistic Spectrum Condition is treated as an individual and strategies are tailored to their needs. Passions and interests are listened to and embraced.

We provide students with Emotional Regulation techniques (Zones of Regulation) which prove to be a successful strategy for managing emotion.

Many of our young people on the autistic spectrum benefit from Social Communication Groups. 

We aim to offer the Learning Support Base as a quiet and calm area for students to go to during break and lunch times. If appropriate, a young person may be given an exit card to use if feeling overwhelmed during lessons.

My child has Attention Deficit Hyperactivity Disorder (ADHD), how can you support him?

Langtree is an ADHD aware school. We support young people with ADHD by recognising and responding to the needs of each individual. This may involve adapting ways of working in the classroom;  providing planning guides to help initiate and organise tasks, memory aids to optimise working memory and rest breaks, building in opportunities for movement and activity during learning time.

We also recognise some of the challenges students with ADHD face with social interactions and actively seek to guide students through these challenges.

How do you support a child’s mental health and wellbeing? 

All staff have undergone training in general mental health awareness

We have a strong and effective pastoral team who actively support students through times of difficulty..

In addition, we have a School Health Nurse. All students are given her contact details so that they can make an appointment if they wish to see her.

We also have a trained Emotional Literacy Support Assistant (ELSA) to support students in the development of their emotional literacy in a number of areas including social interaction skills, good self-esteem and awareness of their own and other people’s emotions. Referrals for ELSA support can be requested by any member of staff, parents or students.

We offer a number of mentoring options, dependent on the level of need. This could involve the internal mentoring of KS3 students by the Year 11 Student Leaders or a provision arranged through an external agency such as the NOMAD Youth and Community Project. 

We have a new programme of Personal, Social and Health Education which is delivered during tutorial times, drop down days and assemblies.

My son is worried about bullying.  Is there much bullying at Langtree?  Is it dealt with effectively?

The school’s ethos is to actively promote positive relationships; bullying will not be tolerated. Issues are kept to a minimum, but where (rare) incidents occur, they are investigated thoroughly and addressed through conflict resolution and followed up to make sure there has been no recurrence. 

Are there clubs at lunchtimes? 

A range of clubs and activities are offered (although these are not running at the moment), for example, Poetry Club, Christian Faith, Chess Club, Sports Clubs and Friends on Friday which is  run by the Anti Bully Ambassadors.

Is there a ‘buddy’ system?  

The Year 11 Student Leaders mentor the year 7s during their first term in September. Weekly meetings are held in small groups with sessions planned to help the year 7s to settle into life at secondary school.

What support is there for transition? 

A range of transition support is available to both students and parents. The Head of Year 7 visits students at their primary schools and discusses life at Langtree with them. 

There is a ‘Taster Day’ for all students to attend. This gives them the opportunity to spend a day at Langtree,  experiencing lessons and a ‘typical’ day in school. 

For those students that need a little extra support with their transition, four additional morning sessions are offered. These students get the opportunity to get to know others and also to meet key members of staff. 

 A ‘singles’ session, for students who are coming without others from their primary school, is also available before the taster day in the summer term. 

To support the parents, the Head of Year 7 runs a parents’ transition session. This gives parents the opportunity to discuss their hopes, expectations and any worries in an informal setting and to gather advice and information for when their child  begins at secondary school. 

There is also a new parents’ coffee morning held at Langtree School before the end of Year 6.

Is the school accessible to wheelchair users?

Physical adaptations to the site were made in 2018.  Classrooms upstairs are unfortunately inaccessible to wheelchair users; to ensure inclusivity for these students, room changes are made when necessary.   

My daughter says she always runs out of time in examinations.  Can she have extra time?

We assess identified young people when they are in Key Stage 4 to see if they are entitled to exam concessions (a reader, scribe or extra processing time).  As well as the formal assessments required by the Examination Board, a history of need is required, which is provided by ongoing monitoring during Key Stage 3.