At Carshalton Boys Sports College (CBSC), our approach to Special Educational Needs and Disabilities (SEND) goes beyond statutory compliance. We strive to communicate clearly, openly, and meaningfully with students, families, and professionals. Our aim is to ensure that every child feels understood, supported, and empowered to achieve their full potential.

SEND provision at CBSC is built on the belief that all students deserve access to high-quality teaching, positive relationships, and personalised support. We describe our work not through policies and procedures, but through the experiences we create for the young people in our care. Our message is simple: we support, we listen, and we adapt. We maintain a culture of inclusion in which teachers, support staff, leaders, and parents work collectively to remove barriers to learning.

Full SEND Information Report can be found at the bottom of this page.

For a parent-friendly version please visit this page HERE

 

Please find our SEND Policy HERE & Accessibility Plan HERE

Students' needs may emerge at any time. When they do, we take a responsive and relational approach. Identification may come from:

• information from primary schools at transition;
• conversations with parents who know their child's needs best;
• teachers noticing that a student is finding an aspect of learning difficult;
• the student themselves sharing a concern;
• assessment data indicating that additional help could be beneficial.

Once a potential need is identified, the SENCO works closely with staff and families to understand the student's strengths, challenges, and aspirations. We do not label students; instead, we focus on understanding what support will help them thrive.

Great teaching is the foundation of effective SEND provision. At CBSC, every teacher is a teacher of SEND, and adaptations are made thoughtfully and proactively. Our classrooms reflect a consistent approach:

At CBSC, we support dyslexia by:

• using clear, uncluttered slides and visual prompts;
• providing dyslexia-friendly fonts and coloured overlays where helpful;
• breaking down written tasks into smaller steps;
• offering scaffolded writing frames and model examples;
• checking for understanding and offering time to process information;
• using technology such as read-aloud tools and speech-to-text software.

At CBSC, we support students with ADHD by:

• using predictable routines and visual timetables;
• offering strategic seating and movement breaks;
• chunking long tasks into timed sections;
• providing short, clear verbal instructions and follow-up reminders;
• celebrating focus and effort, not just outcomes.

At CBSC, we support autistic students by:

• creating calm, structured learning spaces;
• providing advance notice of changes wherever possible;
• using visual and written instructions;
• supporting social communication needs sensitively;
• working closely with families to understand sensory profiles.

Adaptations are central to our inclusive practice. We shape lessons, resources, and environments to ensure that learning is accessible.

Examples of our adaptations include:

• chunked and scaffolded learning activities;
• alternative means of recording (oral responses, diagrams, technology);
• modified homework tasks where appropriate;
• personalised seating plans;
• sensory adjustments such as quiet spaces and reduced visual noise;
• adapted physical resources for students with sensory or physical needs.

Our interventions focus on skill development, confidence building, and emotional wellbeing.

Our social skills interventions include:

• small-group sessions focusing on communication, friendship, and problem-solving;
• supported lunchtime groups offering structured social interaction;
• opportunities for peer mentoring and community-building activities;
• sessions led by trained staff supporting emotional literacy and conflict resolution.

Our literacy interventions include:

• targeted phonics and decoding programmes;
• small-group reading fluency support;
• comprehension strategy teaching;
• handwriting and fine-motor development sessions where appropriate.

Our numeracy interventions include:

• small-group or 1:1 maths support focusing on key concepts and confidence;
• use of manipulatives and visual maths strategies.

We also offer:

• mentoring programmes for SEMH needs;
• transition support for vulnerable students;
• access to wellbeing and pastoral support.

Our communication with families is ongoing, collaborative, and warm. Parents are partners in planning and reviewing support.

We communicate through:

• scheduled SEND review meetings;
• regular email or phone updates;
• shared strategies to use at home;
• invitations to workshops and information sessions.

We value parent voice and work to ensure families feel heard, reassured, and informed.

Students are central to every decision we make. They help shape their support by:

• contributing to reviews and target setting;
• sharing what works for them in the classroom;
• taking part in wellbeing surveys or informal conversations;
• being encouraged to develop self-advocacy.

When specialist advice is needed, we work closely with:

• educational psychologists;
• speech and language therapy services;
• CAMHS and mental health professionals;
• occupational therapists;
• sensory support teams.

These professionals help us deepen our understanding and refine our interventions.

Throughout a student's journey at CBSC, we focus on independence, communication, and future pathways. We support students by:

• developing organisational skills and self-management strategies;
• providing targeted careers guidance and support with option choices;
• preparing students with EHCPs for annual reviews that include post-16 planning.

We welcome feedback about our SEND provision and are always seeking to improve the quality of support we offer our students. We are equally glad to hear when something has gone well.

Arrangements for handling complaints from parents and carers about the support provided for pupils with special educational needs are as follows. In the first instance, concerns should be raised with your child's form tutor. If the matter remains unresolved, it should be raised with the school's SENCO. If you are still not satisfied, the matter should be referred to the Assistant Head with responsibility for Inclusion, and, where necessary, to the Principal.

Where a satisfactory resolution is not reached through this route, the matter will be referred into the school's formal Complaints Procedure, a copy of which is available on the school website.

This arrangement is separate from, and does not affect, your right to request an Independent Disagreement Resolution or mediation service in relation to an Education, Health and Care Plan, or your right of appeal to the SEND Tribunal.

Deputy Principal Inclusion

Emma Morris

Email: emorris@carshaltonboys.org

SENCO: Paul Farr

Email: pfarr@carshaltonboys.org

Phone: 02087143100

Deputy SENCO: Cassandra McFarlane

Email: cmcfarlane@carshaltonboys.org

We encourage families to contact us with any questions or concerns. Our SEND team is always ready to listen, support, and guide.

This SEN Information Report is reviewed every year to ensure that our communication remains clear, accurate, and meaningful for our whole school community.