Langley Moor Primary School


 The Special Educational Needs and Disability (SEND) Code of Practice states that:

“A pupil has SEND where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age.”

The SEND Code of Practice sets out four broad categories of need. These are:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and Physical Needs

We are committed to ensuring that every child achieves the best possible outcomes and our practices and procedures ensure that pupils' special educational needs are identified quickly.  If additional specialist advice or support is necessary we will work with external agencies i.e., The NHS, educational psychologists and play therapists.  We believe that a multi disciplinary approach should be taken to ensure that we meet the pupils' special educational needs. 

Our SEND Policy:

SEND Information Report

Welcome to our SEND Information Report which is part of Durham County Council’s Local Offer for children and young people with Special Educational Needs. Durham County has provided a wealth of information for families on SEND. The Local Offer outlines what Durham County can offer families/carers in order to support children with SEND. This can be found on the Local Offer Website

At Langley Moor Primary School, we are committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). Here at Langley Moor Primary School we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their full potential. We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.

Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEN.

At Langley Moor Primary School, we have appointed a Designated Teacher for Looked after Children who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and have SEN.

At Langley Moor Primary School, we ensure that all pupils, regardless of their specific needs make the best possible progress.

There are now four broad areas of SEND, these are:

  • Communication and Interaction

This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs

  • Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties

  • Social, Emotional and Mental Health Difficulties

This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn

  • Sensory and/or Physical Difficulties

This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

Key Policies

All of our school policies can be found on the Policies  section but the most important ones for parents of children with SEND are listed below:

 - Accessibility Plan
 - Anti Bullying Policy
 - Behaviour Policy
 - Equality Policy
 - SEND Policy

accessibility plan 2022 2025.pdf

Key Contacts

The following are the main contacts for Special Educational Needs and Disability at Langley Moor Primary School:

Mrs Charlotte Ferguson is the Headteacher
Miss Caroline Weir is our designated SEND Governor

Mrs Hannah Gilmore is our designated Special Educational Needs Coordinator

Mrs Gilmore is SENCO at Langley Moor Primary School and is completing the NASENCO qualification. She regularly attends networking and training opportunities as arranged by Durham Local Authority.  All staff are highly experienced and have the opportunity to attend relevant training courses to develop their expertise in teaching children with SEND. Recent staff training has included: Relax kids, Lego Therapy and Thrive.

If you would like to discuss SEND requirements in detail please arrange an appointment by phoning 0191 3780103 or by sending an email - 

If you have any questions about our SEND Local Offer please contact the school and we will try our best to help you.


At Langley Moor Primary School, we follow the County Admissions Policy. All parents must apply directly to the Local Authority under the new Co-ordinated Admissions Procedures for admission into the Reception Class and any in-year transfers from Local Authority Schools.

Any parent who wishes to apply for a school place can call (0191) 383 4576 or apply to: -

School Admissions Children & Young People’s Services
County Hall

Children whose fifth birthday falls between 1st September and 31st August start school in September. The admissions limit for any age group in this school is set at 30 for each year group.

Applying for a school place if your child has an Education, Health and Care Plan or a Statement of SEND

Langley Moor Primary School prides itself in being inclusive and will endeavour to support every pupil. We would love you to consider our school and we aim to meet the needs of all the children in our care.

We are committed to meeting the needs of all children including those with Special Educational Needs and Disabilities. We would ask parents to discuss the identified needs with the school prior to starting so that appropriate intervention and support can be planned and implemented. Advice from the LA or other agencies may be requested to ensure any the school can meet any needs appropriately.

Full details of the admission arrangements can be found in the Primary Admissions brochure produced by Durham County Council.

Children and young people with an Education, Health and Care Plan (or Statement of Special Education Needs) follow a different admission and transfer process for a new school.  Please continue to complete Durham County Council’s parental preference form, as part of the admission process to a new school.  You continue to have a right to request a particular school and this will be considered alongside the information that we have about your child’s special educational needs.  The information would have been provided as part of the Education, Health and Care assessment or following the review meeting.

If you would like to discuss moving a child to our school, please contact Miss Young in our school office or speak to Mrs Gilmore (SENCO). As a school we aim to do the very best in order to make all children feel welcomed and included during transition.

If you would like to discuss your SEND requirements in detail, please contact the school to arrange an appointment.

SEND Provision

Our approach to teaching children/ young people with SEND

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. The curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum and National Curriculum, but also a range of additional opportunities to enrich the experiences of pupils. The curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

Langley Moor Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum /Early Year Foundation Stage Curriculum at a level and a pace that is appropriate to their abilities. At times, and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Help pupils to gain confidence and improve their self-esteem.
  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • Give every child the entitlement to a sense of achievement.
  • Regularly review the policy, procedures and practice in order to achieve best practice.
  • Ensure pupils are working at a level and pace that is appropriate to their abilities
  • Encourage child- centred learning

How we adapt the curriculum and learning environment for children and young people with SEND

As a school, we aim to make adaptations to our curriculum and learning environment to maximise access for children with SEND.  This can vary considerably from child to child.

All pupils have the entitlement to a broad, balanced and relevant curriculum. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, teachers match the learning to the needs and abilities of the pupils.

Children with SEND can be taught in a variety of ways which supports their needs at that time. This can include small group work or 1 to 1. Some of the Intervention Programmes we currently offer in school are Lego Therapy, Phonics, Motor Skills and Thrive.

Langley Moor Primary has access to a range of resources to support children with SEND. Examples of adaptions through equipment include use of ICT, wobble cushions, pencil grips, coloured overlays, trampettes, enlarged resources, coloured paper and personalised learning targets. As a school we make reasonable adjustments to ensure all children can access school trips and activities organised within school. 

The school staff and SENCO regularly review issues related to pupils with SEND to include classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved. Children are supported in a variety of different ways as appropriate to their needs, which include individual support, in small groups and in class. Withdrawal sessions are used judiciously to support pupils carefully with specific academic, behavioural and/or emotional difficulties. Withdrawal sessions are timetabled in consultation with the class teacher to minimise the impact of withdrawal on delivery of the curriculum, actively seeking to ensure curriculum needs are met.

In addition to the statutory curriculum the school provides a wide range of additional activities. These include a range of musical, creative and sporting activities/ clubs etc. Pupils with SEND are actively encouraged and supported to join in and benefit from these activities.

Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. During their school career, many children will face barriers to learning that will require support.  These needs can be met in various ways.

Quality First Teaching

This will include:

  • Changing the way lessons are planned and delivered
  • Matching activities to the ability / need of your child (differentiation)
  • Adapting learning materials such as worksheets, books and activities to suit your child’s needs
  • Small group support.

A child may require SEN Support, if the quality first teaching and specific interventions used to help overcome their barriers is found to be insufficient in meeting their needs.

The provision for pupils with SEN across the four Broad Areas of Need may include some of the following interventions.

Support for children with physical needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Gross Motor Skills interventions.
  • Fine Motor Skills interventions.
  • Specialist support from outside agencies e.g. Occupational Therapy
  • Specific physical therapy planned for by specialists

Support for children with speech, language and communication needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Daily Speech and Language interventions.
  • Specialist group support from outside agencies e.g. Speech and Language Therapy

Support for children with social, emotional and mental health difficulties:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Children engage in Anti-Bullying awareness.
  • Participation in the Thrive programme
  • Specialist support from outside agencies e.g. CAMHs
  • Counselling

Support for children with cognition and learning needs:

  • Quality First Teaching, accessing a broad and balanced curriculum
  • Maths and English specific interventions
  • Specialist support from outside agencies e.g. Educational Psychology Service
  • Specific individual support for children whose learning needs are severe, complex and lifelong and what this means for your child e.g. Dyslexia, Dyspraxia
  • Range of teaching and learning styles
  • A broad range of extra-curricular activities, including After-School
  • Differentiation

How do we identify, assess and review children/young people with SEND?

Early Identification of need

At Langley Moor Primary School, we work in partnership with parents and carers to address early identification of need. We may consult with relevant outside agencies e.g. educational psychologist and occupational therapist and invite them into school to gain the best advice. We then incorporate any advice into our provision to meet the children’s needs. We ensure that staff are skilled and up to date and able to put advice in plan on a day-to-day basis.

We are committed to working with parents/carers to identify their child’s needs and support. Parents and carers and pupils will be involved throughout the process. We operate an ‘open-door’ policy, where parents/carers and pupils are welcome to come into school to discuss any concerns they may have.

When your child enters our school, their current attainment is assessed to give us a ‘baseline’ from where they will progress. In addition to the assessments that all children take part in and depending upon their needs, other assessments may be needed. If your child has SEN, we may carry out further assessments in order for us to identify any needs they may have accurately. This will be done through a range of methods including classroom observations, in school assessment materials or in conjunction with outside agencies such as the Educational Psychologist.

Types of assessment include:

Communication and interaction

  • Speech Therapy Assessments – which may focus on sound production, language understanding, or other relevant assessments of your child’s needs

Cognition and learning

  • Education Psychology visits – which may include assessments of memory, understanding, reasoning, logic, and general skills assessment.
  • Subject specific assessment
  • Assessment by the Cognition and learning team

Social, Emotional and Health Difficulties

  • Assessment through observations of pupils
  • School counsellor

Sensory and/or Physical Difficulties

  • Assessment by Occupational Therapy, Visual Impairment or Hearing Impairment Teams

Children are assessed against age-related expectations within the National Curriculum or they may be assessed against other measures for children who are not ready to work on National Curriculum Levels (i.e. the steps before the National Curriculum).  Aspirational targets are set for all children to ensure that all children make good progress, including those not ready to access the National Curriculum.

 Helpful information for parents

ac durham in person workshops jan jul 24 tudhoe moor.pdf


neas durham autism support hubs 2024.pdf


neas zoom webinars 2024.pdf


rollercoaster 2024 dates.pdf


training flyer for parents and carers spring 2024.pdf

literacy difficulties.pdf