We identify needs early and respond promptly. Teachers monitor learning and wellbeing routinely, and any concerns trigger our Graduated Approach (Assess–Plan–Do–Review). Evidence may include classroom observation, work scrutiny, assessment data, reading/spelling checks and student/parent voice. Where appropriate, we use screening tools and may seek specialist advice. If you have concerns, please contact your child’s Tutor/Head of Year or the SENDCo; we will agree next steps together.

We consider adding a student to the SEND register when they require provision additional to or different from that ordinarily available — for example where there are persistent barriers, a sustained attainment gap, a need for specialist input, or significant adjustments beyond typical classroom adaptation.

Our first priority is adaptive, high‑quality teaching in every classroom. Teachers use student profiles/Support Plans and agreed strategies to remove barriers and build independence. Teaching Assistants act as expert scaffolders, working alongside teachers to adapt resources, prompt metacognition and reduce over‑reliance on adult support.

Where students need more, we provide targeted interventions through three waves of support:

• Wave 1 – Classroom adaptations (for all): e.g., explicit instruction, scaffolded tasks, vocabulary pre‑teaching, chunked instructions, reduced sensory load, strategy prompts, assistive technology.
• Wave 2 – Targeted (short‑term) interventions: e.g., Fresh Start Phonics/SNIP, small‑group numeracy, working‑memory strategies, social communication groups, Zones of Regulation, mentoring. Progress is reviewed at set intervals.
• Wave 3 – Specialist interventions: e.g., Speech & Language Therapy programmes, Educational Psychologist involvement, personalised timetables, and (where applicable) support specified in an EHCP.

Every student on the SEND register has a succinct Student Profile (example profile link) — produced with parents, the student and staff — setting out strengths, needs, classroom strategies and SMART targets. Plans are quality‑assured and updated through the review cycle.

For full detail of current programmes, see our SEND Provision Map.

Please refer to our Continuum of Support (SEND) 2025–2026 which gives more detailed interventions.  

All students study an ambitious mainstream curriculum. Teachers adapt teaching, tasks, language and resources so pupils can access the same key knowledge and make strong progress. Where appropriate, departments use strategies such as structured vocabulary instruction, writing frames, dual‑coding, scaffolds that fade, and assistive technology.

Some learners may access small‑group provision (e.g., Year 7 nurture) to address specific gaps and build confidence so they can thrive in subject lessons. At KS4, we offer well‑sequenced qualification pathways and may timetable targeted English/Maths support where needed. Any withdrawal is purposeful and time‑limited, aimed at enabling pupils to re‑engage more successfully in lessons.

Progress is reviewed termly (and more frequently where needed) using assessment data, work samples, attendance/behaviour indicators and student/parent feedback. We hold APDR review meetings to evaluate impact, update targets and decide whether to continue, adapt, step‑up or step‑down support. You’ll receive updates through our reporting cycle and can contact the SENDCo at any point for an earlier review if needed.

We take a whole‑child approach to inclusion and work closely with pastoral and safeguarding teams. Support can include ELSA, counselling, small‑group wellbeing sessions, nurture, and structured spaces such as The Link and The Bridge for regulation and reintegration. Provision is planned and reviewed collaboratively, and personalised risk assessments or plans are used where appropriate.

Our SEND and safeguarding procedures are integrated and align with statutory guidance; we adapt the PSHE curriculum, so safeguarding education is accessible and relevant for SEND learners..

We draw on a strong network of internal expertise and external specialists, which may include: Educational Psychology; Speech & Language Therapy; Occupational Therapy/Physiotherapy; CAMHS; Specialist Teachers for Inclusive Practice (STIPS); Autism outreach (e.g., Limpsfield Grange); Sensory services (QTVI/Teacher of the Deaf); counselling; local authority services and Early Help. Multi‑agency Team Around the Child meetings coordinate support where needs are more complex.

Staff receive regular CPD on adaptive teaching and evidence‑informed strategies (e.g., explicit instruction, scaffolding that fades, responsive checking for understanding). TAs and teachers are trained to deliver targeted and specialist programmes, including communication and interaction, literacy/numeracy interventions, and SEMH approaches. Training is updated in response to student needs and review findings.

We want every pupil to participate fully in school life. We plan visits and activities through the lens of inclusion and reasonable adjustments, carrying out risk assessments and working with parents to remove barriers. The Learning Development team can help pupils identify and access clubs, leadership roles and experiences that build confidence and independence. See our Accessibility Plan for further detail.

Our Accessibility Plan (2024–2026) sets out how we improve curriculum access, the physical environment and information for pupils and families. Adjustments may include assistive technology, changes to classroom layout, sensory regulation strategies and accessible information formats. Progress against the plan is monitored by leaders and governors.

KS2–KS3: We liaise closely with primary schools, pupils and parents; create Transition Profiles for pupils on the SEND register or those needing additional transition support as identified by primary schools and parents; and offer enhanced induction activities for those who need them.

In‑year admissions: We gather key information swiftly, plan induction (orientation, key‑adult introduction, targeted support), and maintain early communication with home.

KS4–Post‑16: We prioritise careers guidance for pupils with SEND, coordinate with post‑16 providers, and ensure continuity of support for those joining our Sixth Form. A Sixth Form representative attends EHCP annual reviews.

Leaders and governors monitor the effective use of the notional SEND budget and any additional high‑needs/EHCP funding. We use provision mapping and review evidence of impact to ensure support is proportionate, time‑bound and value for money, with an emphasis on building independence. Outcomes inform the annual SEND Information Report published on our website.

Decisions are made through the Graduated Approach. Following assessment and co‑production with families, we set clear targets, agree strategies and monitor impact. For pupils with an EHCP, support follows the provision set out in the plan and is reviewed at least annually (or sooner if needed). Where concerns remain, we may step up support, seek further assessment or consult with external agencies.

If you are unhappy with the support in place, please contact the SENDCo for an earlier review and refer to our Complaints Policy.

We believe in co‑production. Parents are partners in assessment, planning and review; we offer information evenings, workshops and meetings across the year (including for new Year 7 families with SEND). Parents can also raise questions at Parents’ Evenings or request a meeting with the SENDCo at any time.

• Warlingham SEND Team: sendco@warlinghamtlt.co.uk
• Surrey Local SEND Offer: https://www.surreylocaloffer.org.uk
• Croydon Local SEND Offer: https://localoffer.croydon.gov.uk
• SEND Advice Surrey (SSIASS): 01737 737300 • ssiass@surreycc.gov.uk • www.sendadvicesurrey.org.uk