SEND and Inclusion
At Longbenton High School, we want every pupil to feel known, supported and able to succeed. We know that some pupils need additional support at different points in their school journey, and we work with pupils, parents, carers, staff and outside professionals to make sure that needs are understood and support is put in place.
SEND means Special Educational Needs and Disabilities. A pupil may have SEND if they need support that is additional to, or different from, the support normally available to pupils of the same age.
This page is our SEND Information Report. It explains how Longbenton High School identifies and supports pupils with SEND, how we work with families, how we support pupils with disabilities and how we link with North Tyneside’s wider Local Offer.
This information is reviewed at least once each year and updated sooner if important changes take place.
Last updated: June 2026
Next review: June 2027
Who to Contact
SENDCO: Ms K McCutcheon
Parents and carers can contact the SEND Team by email at: send@longbenton.org.uk
For general school enquiries, please contact: lhs@longbenton.org.uk
School telephone number: 0191 218 9500
You can also find school contact details on our Contact Us page.
Our Approach to SEND at Longbenton
Our starting point is that every pupil is entitled to a broad, ambitious and supportive education. We want pupils with SEND to be included fully in school life, to make progress from their individual starting points and to develop the confidence, independence and personal skills they need for the future.
SEND support at Longbenton is not separate from the rest of school life. It sits alongside high expectations, strong pastoral care, high quality teaching, careful monitoring and positive relationships with families. All pupils receive quality first teaching throughout the school.
We use a graduated approach. This means we assess what a pupil needs, plan support, put that support in place and then review whether it is working. This is often known as Assess, Plan, Do, Review.
The Main Areas of SEND We Support
Pupils’ needs can vary widely. Some pupils may have one clear area of need, while others may have needs across more than one area. Longbenton High School supports pupils across the main areas of SEND.
| Area of need | What this can include | How Longbenton may support pupils |
|---|---|---|
| Communication and interaction | This may include speech, language and communication needs, social communication needs or autism. | We may use clear routines, visual support, careful seating, structured instructions, social communication support, key worker support and advice from specialist services. |
| Cognition and learning | This may include specific learning difficulties such as dyslexia, general learning difficulties or pupils who need extra help to access reading, writing, numeracy or wider learning. | We may adapt teaching, provide scaffolding, use targeted literacy or numeracy support, provide small group intervention and use pupil profiles to share helpful strategies with staff. |
| Social, emotional and mental health | This may include anxiety, low mood, difficulties regulating emotions, attention difficulties, trauma related needs or behaviour linked to an underlying need. | We may use pastoral support, trusted adults, check ins, emotional regulation strategies, small group support, referrals to appropriate services and close work with families. |
| Sensory or physical needs | This may include hearing needs, visual needs, physical disability, medical needs or sensory processing needs. | We may make reasonable adjustments, adapt resources, consider classroom access, use specialist equipment, provide medical support, prepare Personal Emergency Evacuation Plans and work with health or sensory support services. |
How We Identify Pupils Who May Need SEND Support
We aim to identify needs as early as possible. Concerns may be raised by parents, carers, pupils, teachers, pastoral staff, primary schools, previous schools or outside professionals.
We look carefully at a range of information so that we understand the whole pupil, not just one piece of data.
| How needs may be identified | What this means at Longbenton |
|---|---|
| Information from primary school or a previous school | During transition, we gather information about pupils’ learning, wellbeing, support needs and any strategies that have helped them previously. |
| Parent or carer concerns | Parents and carers know their child well. If a family is worried about learning, communication, wellbeing, behaviour, attendance or access to school, they should contact the SEND Team or the child’s year team. |
| Teacher concerns | Teachers monitor how pupils are learning in class. If a pupil is struggling despite high quality teaching, staff can raise concerns so that further support can be considered. |
| Progress and attainment information | We review progress, assessment information, reading information, attendance and behaviour information to help us identify pupils who may need additional support. |
| Pupil voice | We listen to pupils and encourage them to talk to staff if something is difficult or if support is not working for them. |
| Outside professional advice | Where needed, we may work with services such as educational psychology, speech and language therapy, sensory support, health professionals or North Tyneside specialist teams. |
The Support a Pupil May Receive
SEND support is matched to the pupil’s individual needs. Not every pupil will need the same type of support, and support may change over time as a pupil makes progress or as their needs change.
| Type of support | What this looks like at Longbenton |
|---|---|
| High quality classroom teaching | All pupils receive quality first teaching throughout the school. This includes clear teaching, strong routines, careful explanations, modelling, scaffolding and opportunities to revisit learning. For many pupils, this is the most important form of support. |
| Adapted teaching | Teachers may adapt tasks, instructions, resources, seating, questioning, pace, homework or the way pupils show what they know. |
| Targeted intervention | Some pupils may receive additional support through small group work, one to one work, literacy support, numeracy support, social communication support, emotional support or study support. |
| Key worker support | Some pupils may have a named adult who is part of a wider team of support. Key workers help staff understand the pupil’s needs, share helpful strategies and support communication between the pupil, family and school. At secondary school, key worker support is different from the support pupils may have experienced in primary school. The key worker is not the only adult responsible for the pupil, but they help to coordinate understanding so that staff can support the pupil consistently. |
| Pupil profiles | Pupils on the SEND register may have a pupil profile that explains their strengths, needs, helpful strategies and support arrangements. These are shared with staff and reviewed with pupils and families. |
| Support from outside professionals | Where appropriate, we may seek advice from specialist services. This advice helps us understand what a pupil needs and how staff can support them effectively in school. |
| Education, Health and Care Plan support | Some pupils have an Education, Health and Care Plan, often called an EHCP. Where a pupil has an EHCP, we work with the local authority, parents, carers, the pupil and other professionals to deliver the provision set out in the plan. |
How We Adapt Teaching and the Curriculum
We want pupils with SEND to access a broad and balanced curriculum wherever possible. Teachers remain responsible for the progress of pupils with SEND in their classes, and the SEND Team supports staff to make appropriate adjustments.
Adaptations may include:
- clear step by step instructions
- chunking learning into manageable stages
- checking understanding during lessons
- using visual prompts, writing frames, model answers or worked examples
- using assistive technology where appropriate
- adapting resources so that pupils can access the same learning aim
- providing additional adult support where it is needed and where it supports independence
- adapting homework where appropriate
- planning reasonable adjustments for assessments and exams where pupils meet the criteria
Our aim is not to lower ambition. Our aim is to remove barriers so that pupils can take part, learn well and become more independent over time.
How We Review Progress and Check Support Is Working
We regularly check whether support is helping pupils make progress. This includes looking at academic progress, attendance, behaviour, wellbeing, independence and how well the pupil is accessing school life.
| Review method | How this helps |
|---|---|
| Teacher assessment and monitoring | Teachers monitor progress in lessons and through assessments. This helps staff identify where pupils are improving and where they may need further support. |
| School progress data | Leaders review progress information to identify patterns, gaps and pupils who may need additional help. |
| Pupil profile reviews | Pupil profiles are reviewed with pupils and families so that support remains up to date and useful. |
| Intervention reviews | Targeted interventions are reviewed to check whether they are having the intended impact. |
| EHCP annual reviews | For pupils with an EHCP, the plan is reviewed formally each year. The pupil, parents, carers, school staff and relevant professionals are invited to contribute. |
| Parent and pupil feedback | Families and pupils help us understand whether support is making a difference in daily school life. |
Working With Pupils, Parents and Carers
We work best when school, families and pupils are able to talk honestly and constructively. Parents and carers are involved in discussions about their child’s needs, support and progress.
Pupils are also encouraged to share their views. This might happen through pupil profile reviews, annual reviews, meetings with staff or informal conversations with trusted adults.
For pupils with an EHCP, pupil and parent views are gathered as part of the annual review process.
Staff Expertise and Specialist Support
Supporting pupils with SEND is a whole school responsibility. Teachers, support staff, pastoral staff, leaders and the SEND Team all have a role to play.
Staff receive training on SEND, inclusion, reasonable adjustments and adaptive teaching. Training may be whole school, department based or linked to the needs of individual pupils.
Where specialist advice is needed, we may work with a range of external services.
| Service or professional | How they may support pupils and school staff |
|---|---|
| Educational Psychology | May provide advice about learning, cognition, emotional needs and strategies to support progress. |
| Speech and Language Therapy | May support pupils with speech, language and communication needs. |
| North Tyneside Language and Communication Team | May provide advice and strategies for pupils with language, communication and social communication needs. |
| Sensory Support Service | May support pupils with hearing or visual needs and advise school on resources or adjustments. |
| School Nursing Team | May support with medical needs, health plans and advice for school staff. |
| Children and Young People’s Mental Health Services | May support pupils with more significant mental health needs where referral criteria are met. |
| Local authority SEND Support Service | May provide guidance around SEN Support, Education, Health and Care Needs Assessments and EHCP processes. |
Supporting Emotional and Social Development
We know that learning and wellbeing are closely connected. Pupils with SEND may sometimes need support with confidence, friendships, anxiety, difficulties regulating emotions or feeling safe in school.
Support may include:
- form tutor and year team support
- pastoral support
- trusted adult check ins
- safe and calm spaces where appropriate
- support with friendship or social interaction
- support during unstructured times where needed
- anti bullying support and follow up
- work with families and outside agencies
We take bullying, discrimination and unkind behaviour seriously. Pupils with SEND are encouraged to speak to a member of staff if they are worried, and parents and carers should contact school if they have concerns.
Trips, Clubs and Wider School Life
Pupils with SEND should be able to take part in the wider life of the school wherever possible. This includes enrichment, trips, clubs, assemblies, careers activities, personal development and school events.
When planning trips or activities, staff consider reasonable adjustments and risk assessments so that pupils can take part safely and successfully.
Where a pupil needs additional planning or support to access an activity, we will work with the pupil, family and relevant staff as early as possible.
Supporting Transition
Moving school, moving year group or preparing for life after school can be a big step. We put additional support in place where pupils need help with transition.
| Transition point | How Longbenton supports pupils |
|---|---|
| Moving from primary school into Year 7 | We gather information from primary schools, meet pupils and families where appropriate, identify key needs in advance and plan support before pupils start. Transition Plus, a small group morning session, is also held to support pupils with SEND needs. This gives pupils extra opportunities to visit the school, become familiar with the environment and build relationships with staff before they join Longbenton. |
| Moving into Longbenton during the school year | We seek information from the previous school, speak with parents and carers and plan reasonable adjustments where needed. |
| Moving between year groups or key stages | We share important information with relevant staff and review support where a pupil’s needs or timetable changes. |
| Preparing for exams | Where pupils meet the criteria, we assess and apply for appropriate access arrangements in line with national exam regulations. |
| Preparing for post 16 or post 18 destinations | We support pupils with careers guidance, transition planning and sharing information with future providers where appropriate. |
Admissions for Pupils With Disabilities
Longbenton High School welcomes applications from pupils with disabilities. Pupils with disabilities are considered under the same published admission arrangements as other pupils.
School applications and admissions are coordinated through North Tyneside. Parents and carers can find more information on our Admissions page.
If a pupil has an Education, Health and Care Plan, the local authority will consult with the school as part of the statutory process. Where Longbenton is named, we work with the family, local authority and relevant professionals to plan the pupil’s support.
We encourage parents and carers of pupils with disabilities or significant medical needs to speak to us as early as possible. This helps us plan reasonable adjustments, access arrangements, medical support, risk assessments or transition support before the pupil starts.
How We Prevent Disabled Pupils Being Treated Less Favourably
We want disabled pupils to be able to take part fully in school life. We consider equality, accessibility and reasonable adjustments when planning learning, support, behaviour systems, trips, activities, medical support and communication with families.
This means we may:
- make reasonable adjustments to teaching, resources or the school environment
- adapt how information is shared with pupils or families
- prepare individual risk assessments where needed
- prepare Personal Emergency Evacuation Plans where needed
- work with health professionals where pupils have medical needs
- provide staff training linked to individual needs
- support pupils to access trips, clubs and wider school activities
- review barriers to learning and participation
We also expect all members of the school community to treat others with respect. Concerns about discrimination, bullying or unequal treatment should be raised with school so that they can be addressed.
Facilities That Support Access to School
Longbenton High School moved into a modern school building in 2020. The building was designed to provide an accessible and inclusive environment.
| Facility or support | How this helps pupils |
|---|---|
| Wheelchair accessible building | The main school building is accessible for pupils and visitors who use wheelchairs or have mobility needs. |
| Ramps and level access | These support access into and around the school site. |
| Lift access | The lift supports access to the first floor for pupils, staff or visitors who need it. |
| Accessible toilet facilities | Accessible toilets are available for pupils, staff and visitors who need them. |
| Disabled parking | Disabled parking is available on site. |
| Hygiene and changing facilities | Private bathroom and changing facilities are available, including hygiene room facilities. |
| First aid and medical support | A number of staff are first aid trained, and pupils with specific medical needs are supported through appropriate planning and liaison with health professionals. |
| SEND and pastoral spaces | Some pupils may access quieter or more supportive spaces where this forms part of their agreed support. |
Accessibility Plan
Longbenton High School has an Accessibility Plan. This plan explains how we will continue to improve access for disabled pupils over time.
The plan covers the three required areas:
| Required area | What this means at Longbenton |
|---|---|
| Increasing access to the curriculum | We review how pupils with disabilities and SEND can access learning, lessons, resources and wider curriculum opportunities. |
| Improving the physical environment | We review the school site so that disabled pupils can access education, benefits, facilities and services as fully as possible. |
| Improving access to information | We work to make information available in ways that are accessible to pupils and families who need it in a different format. |
You can view our Accessibility Plan here: Longbenton High School Accessibility Plan.
Parents and carers can request printed copies or alternative formats by contacting the school office.
North Tyneside Local Offer
The North Tyneside SEND Local Offer brings together information about support and services for children and young people with SEND from birth to 25. It includes information about education, health, social care and leisure.
Families can visit the North Tyneside SEND Local Offer here: North Tyneside SEND Local Offer.
Useful North Tyneside links include:
| Link | What it is for |
|---|---|
| North Tyneside SEND Local Offer | Information about local SEND support and services for children, young people and families. |
| Special Educational Needs Support | Information about SEN Support in mainstream settings. |
| Graduated Approach PowerPoint | Information about the Assess, Plan, Do, Review cycle used to support pupils with SEND. This should link to the current North Tyneside Graduated Approach PowerPoint document rather than a page that cannot be found. |
| Education, Health and Care Needs Assessment | Information about requesting an Education, Health and Care Needs Assessment and the EHCP process. |
| North Tyneside SENDIASS | Free and impartial information, advice and support for children, young people, parents and carers. |
Education, Health and Care Needs Assessments
Most pupils with SEND are supported through the support available in school. Some pupils have more complex needs and may require an Education, Health and Care Needs Assessment.
Parents, carers, young people or school can request an assessment. The local authority makes the decision about whether to carry out an assessment and whether an Education, Health and Care Plan is needed.
More information is available from North Tyneside here: Education, Health and Care Needs Assessment.
Concerns or Complaints About SEND Support
We hope that concerns can usually be resolved through early conversation. If you are worried about your child’s SEND support, please contact the SEND Team or your child’s year team in the first instance.
We will listen, look carefully at the concern and work with you to agree the next steps.
| Concern | Who to contact |
|---|---|
| A concern about learning, support or classroom adjustments | Contact the class teacher, year team or SEND Team. |
| A concern about SEND provision or a pupil profile | Contact the SEND Team at send@longbenton.org.uk. |
| A concern about pastoral support, behaviour or wellbeing | Contact the pupil’s form tutor or year team. |
| A formal complaint | Use the school complaints procedure, which is available on the Policies page. |
| Independent SEND advice | Contact North Tyneside SENDIASS. |
If the concern is about a decision made by the local authority in relation to an Education, Health and Care Needs Assessment or an EHCP, parents and carers should follow the local authority process. North Tyneside SENDIASS can provide free and impartial advice.
Useful School Links
| School information | Link |
|---|---|
| Contact Longbenton High School | Contact Us |
| Admissions information | Admissions |
| School policies, including Accessibility Plan and Complaints Policy | Policies |
| Accessibility Plan | Accessibility Plan |