SEND Information Report


The following documents outline the schools offer to all students with an additional educational need.  These documents have been produced in line with the recent changes in law.  If you have any further questions, please contact the school's SENDCo, Emma Cornall, on 01252 733371 or by email to

Our SEND Policy and provision map can be found under Page Downloads below.  


1. 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?

We track the progress of all our learners and, as professionals, we regularly discuss any concerns we have as well as celebrate achievement. 

We use data and other forms of assessment to identify students who have additional needs.

Parents are encouraged to speak to the Special Educational Needs and Disabilities Coordinator (SENDCo) about any concerns they have.

We have a highly qualified team including a qualified SENDCo, Specialist Teachers for English and Maths, a Specialist Assessor and a trainee Specialist Assessor.

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

MalalaHaving identified needs, we seek to match provision to need.  Our school provision map shows the range of interventions in place in our school. We monitor the impact of interventions through regular meetings and tracking of student progress.  Our SENDCo leads on this and this information is shared with the Principal and Curriculum Leaders.  All interventions we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress.

3. How will the curriculum be matched to my child’s/young person’s needs?

We provide a largely academic curriculum, however all teachers are provided with information on the needs of individual students so that they can plan the learning to ensure that all students are able to make progress.  We expect all our teachers to plan lessons that meet the needs of their students whenever possible but recognise that sometimes a best fit approach is necessary. This is monitored through regular observations, drop ins and learning walks. We use our Continuing Professional Development (CPD) programme to provide support to teachers in this area.

To enable our students to access our academic curriculum, we have a team of teaching assistants who support in class, intervention programmes, MFL withdrawal at KS3 and Learn+ at KS4 to consolidate key skills rather than an extra option choice.  Timetables can be significantly adapted depending on a student's needs.

4. 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?

We regularly share progress feedback with all our learners and their families.  In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. We host revision evenings/learning events/open mornings to help families understand what learning is expected and how they can best support their child/young person’s need. 

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We also access an in reach service to support parents of children with Autistic Spectrum Condition (ASC). 

5. What support will there be for my child’s/young person’s overall well-being?

All our staff are regularly trained to provide a high standard of pastoral support through our weekly pastoral briefings. Relevant staff are trained to support medical needs such as diabetes or hearing impairment.  We have a clear Behaviour for Learning policy, which includes guidance on expectations, rewards and sanctions.  This is fully understood and in place by all staff and is clearly displayed in all classrooms. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.  Student voice is central to our ethos and this is encouraged through our student council.

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

All our Teaching Assistants have a specialist area and CPD programmes.  They continually participate in a wide range of training to ensure that we can support all learners effectively.  Our teachers all hold qualified teacher status.  We have a number of established relationships with professionals in health and social care.  These include CAMHS, the Specialist Teaching and Educational Psychology Service (South West), SALT Service and Primary Mental Health Worker.  All interventions are recorded on our provision map. All external partners we work with are vetted in terms of safeguarding and, when buying in additional services, we monitor the impact of any intervention.

7. What training are the staff supporting children and young people with SEND had or are having?

Our SENDCo has completed the mandatory National SENDCo Award and is a qualified teacher. We regularly invest time in training staff through our CPD programme and our pastoral and teaching and learning briefings. Our pastoral news and SEND register contain student specific issues as well as more general support strategies.  Our staff delivering more specialist input have received training from the Educational Psychology Service or from the dyslexia specialists at the Helen Arkell Centre. We have an in-house Specialist Assessor who has completed the CPT3A and Level 5 Dyslexia training with Helen Arkell, three members of staff who have completed the Emotional Literacy Support Assistant training, two members of staff who have completed Drawing and Talking training and one who has completed her SLCN ELKLAN training.

8. How will my child/young person be included in activities outside the Horticultural project with the abbey school 3classroom including school trips?

Where possible, we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child. We make all reasonable effort to include Horticultural project with the abbey school 2students who wish to participate in such activities, for example preparing students with ASC for the change in routine necessary to participate.


9. How accessible is the setting / school / college environment?

We have recently had two lifts installed so all specialist classrooms are accessible.  We make every effort to make reasonable adjustments where possible. The nature and age of parts of the school means that not all areas are fully wheelchair accessible.  We regularly review accessibility and look to improve areas where possible.

10. How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?

We have a robust induction programme in place for welcoming new learners to our setting.  We have very good relationships with our feeder primary schools as well as the settings children/young people move onto.  Both the Head of Transition and the SENDCo make regular visits to our feeder schools and organise additional visits for students who need the extra support. We host college fairs and assemblies for the local colleges to ensure our students are fully informed of the future options.    Where required, we organise transition meetings to ensure that colleges are fully informed of any additional needs and arrange transition visits for students in KS4 where appropriate. 

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

Budgets are closely monitored and aligned to the School Improvement Plan of the school. We have a number of Teaching Assistants who support students in class, as well as running a series of small group sessions such as Lexia and Touch Typing.  We also buy specialist equipment for students where needed, eg furniture recommended by the Occupational Therapist.

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

We take a holistic approach to decision making through observations, discussions with the student and their parents, staff and using external professional advice. Should additional support be required, there will be a period of consultation with the relevant staff, the learner and their families.  Students needing additional support are assessed in a variety of ways and then the support is selected on the basis of individual need. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional support. The school is unable to make any diagnoses.

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

We welcome parental engagement and involvement in their child’s education. These are some of the ways that parents can be involved:

  • We operate an open door policy and welcome parents into our school.
  • We host parent focus groups and our governing body includes parent representatives. 
  • We regularly invite parents with SEND into school.

14. Who can I contact for further information?

In the first instance you would contact a student's tutor or class teacher.  Further information can be obtained from the Year Leads or the SENDCo.  All contact details can be found on our website.

For more information, please click on the Hampshire Parent Carer Network link below:

The Hampshire Parent Carer Network



Page Downloads Date  
BRAAIN Social Media Poster leaflet 28th Nov 2018 Download
Whole School Provision Map 21st Jan 2020 Download
Surrey Welfare Rights - April 2020 23rd Apr 2020 Download
SEND Surrey Newsletter May 2020 03rd Jun 2020 Download
FHES Addendum for SEND Information Repor... 01st Jun 2020 Download
Appeer Autistic Girls Flyer Autumn 1 202... 21st Sep 2021 Download
WMAT SEND Policy v1 18th Jan 2022 Download
NAS Surrey Newsletter Feb 2022 02nd Feb 2022 Download
Limpsfield Autism Youth Club Referral Fo... 09th Feb 2022 Download
Limpsfield Grange Youth Club Poster 09th Feb 2022 Download
FHES Special Educational Needs and Disab... 26th Apr 2022 Download