Prior to arrival

The transition coordinator meets the child and their family and gives them a tour of the school.  This provides the family with the opportunity to share any concerns they may have and any information that they think is relevant to a child’s education or wellbeing.  The transition coordinator acts as the first point of call for families and our aim to reduce anxiety prior to the child starting at LPS.

First day

Children are met by the transition coordinator who will take them to their class and help them to settle in.  They will then check in with the child over the course of the day and provide them with the opportunity to share any concerns they may have.

First fortnight

The transition coordinator will continue to monitor how the child is settling in and laisses with their family share that information.  If more support is needed, the transition coordinator can share this with our inclusion lead or SENCO who can make further decisions about any support that may be needed.

Prior to leaving

We ask that parents let us know as soon as possible when they know that they are moving on.  This gives our transition coordinator the opportunity to talk to the child about how they are feeling and support them with the move by looking at their new school’s website and learning as much as they can about where they are going.

Last day

The child’s class will always say a fond farewell, but many of our children will see each other again in other schools as they also move on.  We invite our children to leave a memento in the form of a button with their name on it on our “Leavers Tree.’  We want all of our children to feel that they belong at Lyneham Primary School and this shows them that we value their time at our school and that we will remember them after they have left.

On this day, we gather all the information we have on our children and prepare this for sending to their new school, so that they can make strong start as soon as they arrive.

Resource Base

We are proud to offer enhanced support for some children with an EHCP who have a Communication and Interaction SEN.  Please look at our resource base page for further information on how we provide a bespoke transition period for children joining us in Apple or Maple class.

PSHE and RSE

We follow the Jigsaw curriculum for these vital aspects of a child’s education.  PSHE and RSE are essential to helping keep children safe and for delivering a curriculum that gives children the tools they need to manage their own wellbeing.  Jigsaw enables us to offer a consistent approach to teaching these subjects, so we know all children are receiving the same messages and ensures that the content we are teaching is compliant with current DfE guidance.

Zones of regulation

As part of our PSHE and wellbeing offer, we teach children about the ‘Zones of Regulation.’   This helps children to recognise the emotions that they are feeling and provides strategies they can use to manage them.  We recognise that there are no such thing as negative emotions and that all of our emotions are part of life and we are likely to feel them all at some point.  Children need to understand that some emotions are less comfortable than others and that there are things we can do to adjust our behaviours and manage our emotions in a healthy and safe way.

Online safety

We teach explicit online safety lessons and this is becoming more and more important in an ever increasingly online world.  We know that a lot of our children spend a lot of time online and that whilst online activity can be fun and provide opportunities to learn and play with others, it also presents challenges which need to be understood and managed in order to keep children safe.  We send online safety newsletters to keep parents informed and share advice on how they can support their children outside the school. If you have concerns about your child’s online experiences, please come and talk to us.  We will help.

Student council

Our representative student council meet regularly and discuss matters that are important to them and give them the chance to represent their views on what is going on in the school.  This is an important aspect of our democratic community and helps the SLT to be connected to the lived experience of the children in the school.

Anti-bullying ambassadors

As well as a student council, we have a representative anti-bullying ambassadors that meet regularly to talk about this important issue.  We are fortunate that we do not experience a lot of bullying behaviour in our school, but we have to keep a very open mind and understand that ‘it can happen here.’  Online behaviours present a significant risk in this area and our AB ambassadors can bring issues to the group that the safeguarding team can swiftly investigate.

Our curriculum

We follow the CUSP curriculum for foundation subjects and English, the Ark curriculum for maths and Essential Letters and Sounds for phonics.  We chose these curriculums because they all provide high quality scaffolding support and interventions linked directly to their curriculums to ensure children are keeping up. By providing consistent scaffolding in lessons, children get used to the process and devote their attentions on the content being taught, rather than how it will be taught. See our curriculum offer for a more detailed breakdown of what and how we teach.

Antiracism Schools Award

We are pursuing the Anti-Racism Schools Award to ensure every child feels valued, heard, and safe. It strengthens our inclusive ethos and helps to keep us focused on significant issues facing many of our families. We’re committed to challenging bias, celebrating diversity, and modelling the respectful culture our community deserves today, tomorrow, and for our children’s futures.

NSPCC

We also commit to NSPCC Speak out Stay safe.  This is a safeguarding programme that aims to equip a generation of children with the knowledge they need to stay safe from abuse and neglect as well as information about abuse in all its forms and how to recognise the signs of abuse, that abuse is never a child’s fault and they have the right to be safe and where to get help and the sources of help available to them, including Childline.

Wiltshire Children and Young People’s Wellbeing Survey.

We are participating in Wiltshire’s Children and Young People’s Health and Wellbeing Survey 2026. Wiltshire schools are offered regular opportunities to participate in pupil surveys of health and wellbeing. `

Healthy Schools Award

We have Bronze accreditation as a Wiltshire Healthy School. This Wiltshire Council programme is provided to present a joined up approach to support schools address the health and wellbeing of all young people. Healthy Schools provides a framework for all Wiltshire schools to audit their current provision, identify areas for development, implement new work and monitor progress, including the positive impact on their children and young people.   The programme clarifies the actions all schools can take to promote the health and wellbeing of young people, from universal prevention and education to targeted interventions and treatment. The programme brings together good practice on all health related issues and provides consistent messages, encouraging and supporting schools to focus on approaches that are particularly effective. 

ELSA support

At Lyneham, we have three qualified ELSAs on our team and at any time of the school day, we have an ELSA on duty and able to respond to the needs of the pupils and work through any interventions and support where needed.  As well as reacting to issues that arise in the school day, the ELSAs also support individual and groups of children with bespoke programmes to support with a wide range of needs. Some children might benefit from Lego Therapy, so we can offer that. Some might need specific support with friendship groups, so we can help with that.  Some children may need more help staying safe online and our ELSAs are trained and ready to step in to help where necessary.  With our dedicated team of fantastic ELSAs on standby, we are confident we can support any child through any difficult situation they may be facing. 

The Nest

Not everyone loves playtime and at LPS we understand this.  We offer the Nest to our children as an alternative to going out on the playground every day.  In the Nest, children are supported by our ELSA team and they have the opportunity to spend time with trusted adults and play games with their peers.  We find that lots of our children use the Nest during their time at LPS, but we don’t want to see children spending all of their free time there.  Through the Nest we support children  to make friendships and develop the confidence that they need to go out on the playground and get involved in games with their peers.  We also invite some children to the Nest if they are going through a particularly difficult time or if they have just joined the school and do not yet feel confident to go out and make friends by themselves. 

The Nest provides a safe and calm environment where our children can talk to adults about anything that may be worrying them and help them to feel a true sense of belonging at Lyneham Primary School.

Sensory Stations

We’ve never found that being told to “calm down” does much for any of us, so we make sure children have genuine opportunities to take positive action when they notice they’re experiencing challenging emotions. Alongside our teaching of the Zones of Regulation, we provide adult-supported time in our two sensory rooms and offer a range of self-directed sensory stations around the school.

These stations aren’t limited to proprioceptive activities; they draw on all the senses. Children can access music, aromatherapy, visual resources, tactile experiences, vestibular activities and more. Each option is explicitly linked to the Zones of Regulation so that, with guidance from a member of our ELSA team, pupils can choose an activity that supports them to regulate their emotions effectively.

Inclusion Leader

At Lyneham Primary School, we want all children to feel a sense of belonging and achieve their potential.  This is why we have a dedicated Inclusion Leader who oversees the inclusion and attainment of our vulnerable groups of learners.  We have a very high proportion of children with English as an Additional Language and this means we need to give careful to consideration to the fact that many of our children are learning in a language different to the one that mostly gets spoken at home.  Our Inclusion Lead supports these children by making sure they have the resources they need to become fluent speakers of English so that they can meet the expectations of our curriculum.  The Inclusion Lead also monitors attendance and supports

Educational psychologist

We commission our own educational psychologist so support is timely, targeted, and not dependent on local authority queues. She provides high-quality assessments and bespoke strategies for pupils and groups, helping us remove barriers early. This investment ensures children across our hub get the expert help they need, when they need it.