Lakey Lane Primary School

Lakey Lane Primary School

Preparing every child for an exceptional life

How will the school support my child?

In class

Lakey Lane is a mainstream primary school. For the majority of the time your child will be taught in class. We believe that the key to success for any child, including those identified with SEND, is about excellent targeted teaching and learning in class, this is also known as ‘Quality First Teaching’. Essentially this is about the teachers knowing where you child is at, where they need to go next and the best way to get there. Work will be differentiated to meet the children’s needs and consideration will be given to the best way for them to learn. Assessment of children’s progress is key and this happens on a daily basis. There will be times when the children are expected to work independently, as this is key. There will be times when they work as part of a smaller group within the class, supported by the teacher or teaching assistant. There may be times when they work in a smaller group in a different teaching space.  In discussion with the SENDCo,  other support staff, individualised programmes may be used in class to support learning with a few specific children.

Generally we do not group the children by ability, however, if there are a number of children who need a significant amount of extra support for reading, writing or maths, these children may be taught daily in small groups. You will always be informed if this is the case. In year 6, we have ‘booster’ groups to ensure all the children are prepared and confident for the end of year tests.   


Group work

Some children will benefit from targeted support in addition to their learning in class. They may work as part of a small group on a specific intervention for a period of time. These sessions are run by teaching assistants or teachers trained on that intervention. These sessions usually take place in the afternoon.

Small group interventions we currently run in school include;

  • Wellcomm language Interventions
  • Speech language groups 
  • Little Wandle phonic SEND catch up 
  • Developing recall / memory
  • Precision Teaching for reading or writing
  • Spelling interventions

Individual work

For a very small number of children we will identify that a period of more intensive 1-1 support is the most appropriate way in which to meet their specific needs. Again these sessions are delivered in the afternoons and will happen once a week, 2/3 times a week or even daily. The amount of time will depend on the child and their level of need. This of course has implications for other aspects of the curriculum.    

Outside agencies

A small number of children will access support provided by professionals other than school staff. This is outlined in more detail in a following section.