Lander Road Primary School

School Motto: Aspiration, Challenge, Opportunity, Respect, Nurture

Our Aims: To support our vision, Lander Road Primary School undertakes to create a positive climate for learning:

  • To enable all pupils to attain and make progress
  • To enable every pupil to develop physically, personally, socially, culturally, morally, spiritually and academically
  • To develop questioning, resilient, adaptable, confident, independent, well-rounded learners
  • There is a nursery class at this school.
  • This school provides 2 Year Old Offer places.

Please note that although this setting is eligible to deliver the free childcare entitlement for 2 year old's, they may not always have places available. Please contact the childcare setting directly to check availability. 

If your child is eligible to receive a funded 2 Year Old Offer place and you are having difficulty in securing a place, then please contact the School Readiness Team at Sefton Council on 0151 933 6021 who may be able to help you. You can also email the team at  2yearolds@sefton.gov.uk

For information on all Sefton schools, including school term dates, please visit Sefton’s Schools Finder

View Ofsted Reports and performance tables

Who to contact

Telephone
0151 922 5760 0151 922 5760 Fax: 0151 922 1695 Fax: 0151 922 1695
E-mail
Website
https://www.lander-road.co.uk/

Where to go

Address
Lander Road Primary School,
Lander Road
Litherland
Merseyside
Postcode
L21 8JD
View L21 8JD on a map Get directions to L21 8JD

Other Details

Availability

Age Ranges
From 2 years to 11 years

Childcare Information

Vacancies

Has immediate vacancies
Updated
18/04/2017

Funded Places

Has 3 & 4 year old funding
Has 2 year old funding

Local Offer

Local Offer Age Bands
0-4 Years Old
5-10 Years Old
SEN Provision Type
Universal

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

It is our wish at Lander Road primary school to do all we can to help our pupils progress.

The SEND code of practise identifies four broad areas of special need, under which the SEND that we

cater for at Lander Road can be classified:

- Communication and interaction;

- Social, emotional and mental health difficulties;

- Sensory and/or physical needs;

- Cognition and learning.

All teachers are responsible for the progress of pupils in their class, including those who have

additional support. It should therefore be the class teacher that parents/carers approach as a first

port of call if they have concerns about their child’s progress of well-being.

We know when pupils need help if concerns are raised by parents/carers, teachers or the child,

limited progress is being made, or there is a change in the pupil’s behaviour or progress.

Should we have any concerns about a child the class teacher will invite the parents/carers into

school for an informal meeting.

As a school we identify a child as having special educational needs as defined in the 2014 SEND Code

of Practice. “A pupil has SEND where their learning difficulty calls for special educational provision;

that is provision that is different from, or additional to that normally available to pupils of the same

age.”

At Lander Road Primary school assessment data is used to identify children who are not making

anticipated progress. The class teacher and SENCO will identify the child’s needs, in consultation

with parents/carers, and the head teacher. It may be necessary to consult with external agencies

such as Educational Psychologist and/or Inclusion Consultant to gain a better understanding of the

child’s profile, and a support plan will be draw up outlining the child’s needs, and the appropriate

actions to address these needs. Parents/carers and children will be involved in this process.

How will early years setting/school/college staff support my child/young person?

Our quality first offer is the minimum offer to all pupils which incorporates a range of inclusive

strategies designed to help all pupils progress. Some teaching approaches within the quality first

offer may be particularly pertinent to individual pupils who have SEND, but are currently making

progress. Our offer includes, but is not limited to:

- Adaptations to teaching styles (including environmental) to suit different learning styles

- Differentiation

- Booster classes

- One to one support

- Small group teaching

- Access to resources, ancillary aids and technology

How will the curriculum be matched to my child's/young person's needs?

Assessment data will be used to deliver an appropriately challenging curriculum.

Targets from SEN support plans will be used to inform planning for the curriculum. 

Progress will be reviewed, and further targets will be planned for following this review, which will then be used to inform future planning.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Open door policy

Teacher drop in sessions weekly

Children on SEN register will have termly parent’s evenings, where SEN support plans will be shared and reviewed

B Squared used to track the progress of pupils working at emerging levels

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Educational psychology and portage service

Well young persons

Counselling through Sefton Emotional Achievement Service

CAMHS

SALT

Occupational therapy

Teacher for hearing needs

CAF team

How will my child/young person be included in activities outside this classroom including school trips?

For trips we include additional members of staff to ensure all children are included.

How accessible is the setting/school/college enviroment?

Our school is fully accessible.  We have widened doors for access.

We have had ramps installed where the school is on a split level.

We have a disabled toilet installed that incorporates a shower with hoist.

We have modified the acoustics one of our class rooms so that it is suitable for children with hearing needs.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We will seek the views of all agencies involved.

We will support parents in their decision making, and will incorporate SENDIAS to act as advocates for parents.

Where appropriate we will organise additional transition arrangements, such as extra visits for the child, additional meetings between our staff and staff from high school, including SENDCOs.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Our quality first offer incorporates a range of inclusive

strategies designed to help all pupils progress. Some teaching approaches

may be particularly pertinent to individual pupils who have SEND

Our offer includes, but is not limited to:

- Adaptations to teaching styles (including environmental) to suit different learning styles

- Differentiation

- Booster classes

- One to one support

- Small group teaching

- Access to resources, ancillary aids and technology

How is the decision made about what type and how much support my child/young person will receive?

Consultation between head teacher, class teacher and SENDCo

consultation with parents

consultation with school inclusion consultant

Input from Educational Psychology

Input from other agencies involved such as SALT, occupational health, well young persons.

How are parents involved in the setting/school/college? How can I be involved?

Open door policy

Teacher drop in sessions weekly

Children on SEN register will have termly parent’s evenings, where SEN support plans will be shared and reviewed

Last Updated

Last updated: 23/12/2021

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