Students with SEND in our school may have difficulties with: 

• Communication and interaction (e.g., speech and language needs, autism spectrum conditions) 

• Cognition and learning (e.g., dyslexia, dyscalculia, moderate learning difficulties) 

• Social, emotional, and mental health (e.g., anxiety, ADHD) 

• Sensory and/or physical difficulties (e.g., visual or hearing impairments, physical disabilities) 

Our teachers closely monitor the progress made by all students. If a teacher has a concern, they will immediately ask for advice from the SEND team, who will carry out an assessment process to identify any potential barriers to learning and might suggest temporary support or specific interventions. 

Where planned school interventions do not close the progress gap, we may seek specialist external advice or assessment. If this happens, the SEND team, your child's mentor, or their subject teacher will meet with you and your child to agree on a formal SEND support plan. 

We also work closely with primary schools. The SEND team liaises with primary school SENDCOs and parents before students transition to Lyng Hall, ensuring Pupil Passports are prepared before they enter Year 7. 

As soon as your child’s SEND needs are identified, we will contact you directly to discuss our plans to help them make better progress.  Parents will be invited to regular review meetings to ensure each pupil makes their expected progress. 

All teachers adapt their lessons using the information on your child's individual Pupil Passport. 

If your child is receiving specific SEND intervention, we will update you on their progress at least termly by telephone, email, or by inviting you into school. If your child has an Education, Health and Care (EHC) Plan, you will be invited to a formal review meeting on a termly basis to discuss progress, attendance, behaviour, readiness for learning, and self-esteem. 

Note: We will always try to inform you in advance who will be attending face-to-face meetings (such as outside specialists or the SENDCO). You are always welcome to bring a trusted adult, such as a grandparent or friend, to accompany you.

Where a student requires additional technology or equipment, and it is a reasonable adjustment to do so, the school will provide it. For students with a hearing or visual impairment, we secure specialist support through the local Sensory Service. 

Equipment regularly provided by the school includes: 

• Laptops and tablets 

• Writing slopes 

• Coloured overlays and reading rulers 

• Access to an accessible toilet 

1. First Step: Contact your child’s school mentor. 

2. Second Step: Contact your child’s specific subject teacher. 

3. Third Step: If you have further concerns, contact the SENDCO or Deputy SENDCO. 

4. Fourth Step: If the issue remains unresolved, you can request a meeting with the College Leader. 

If this still does not resolve your concern, please refer to the school’s official Complaints Policy.

When necessary, the school secures specialized support from outside agencies. The governing body procures services from: 

• The Educational Psychology Service | Website 

• Complex Communication Team (CCT) | Website 

• Social, Emotional, Mental Health and Learning (SEMHL) Service 

We also routinely access universal NHS services, including: 

• Speech and Language Therapy | Website 

• RISE (Child & Adolescent Mental Health) | Website 

• Occupational Therapy | Website 

• Sensory Team | Website 

Further information can be sought directly from The Hub staff. Independent, specialist advice is also available from the SEND Information, Advice and Support Services (IASS): 

• Tel: 024 7669 4307 

• Email: IASS@coventry.gov.uk 

• Website: Coventry IASS 

• Opening Times: Monday to Thursday (9am - 5pm), Friday (9am - 4:30pm) 

You can also explore Coventry City Council's wider services via the official Coventry SEND Local Offer.

We want to ensure you fully understand and are involved in your child's education. You are always welcome to bring a bilingual friend, relative, or community advocate to school meetings to help translate. Where possible, we can also provide key letters or documents in your preferred language. 

When your child arrives, we assess their reading, writing, speaking, and listening levels in English. Based on this, we provide targeted support which may include: 

• Intensive small-group English sessions 

• Bilingual dictionaries and visual learning aids 

• Pairing them with a school "buddy" who speaks the same language to help them settle in 

Our main goal is to keep your child in the classroom with their peers as much as possible, as an immersive English environment is the best way to learn. However, if your child is completely new to English, they may spend short, specific periods outside of regular lessons for intensive language intervention to build their skills and confidence.

The most important thing you can do is continue talking, reading, and writing with your child in your native language. A strong, confident foundation in your home language makes it much easier to learn a new language. You can also encourage them to use translation tools for their homework or ask them to explain what they learned in school using your own language.

Your child’s mentor and subject teachers are always available to discuss day-to-day progress. For specific questions about English language development, arriving as a new international student, or language support, you can ask the school office to direct you to our EAL Co-ordinator, Aleksandra Lazarska.

If you would like further information about how our Inclusion department can support your child, please contact the school office. 

• Director of Inclusion: Stepheni Cook scook@lynghallschool.co.uk 

• SENDCO: Sara Cuddihy scuddihy@lynghallschool.co.uk 

• DDoL Languages and Culture TEFL & EAL: Aleksandra Lazarska alazarska@lynghallschool.co.uk