By the end of this guide, you will understand what support is available for your child and how to access it.
🏫 Our Commitment to Inclusion
At CBSC, we are committed to meeting the needs of all students through Quality First Teaching (QFT). This means:
- High-quality, inclusive teaching in every classroom
- Lessons that are differentiated to meet diverse needs
- Targeted support and interventions when needed
- Constant monitoring of student progress
📋 What is 'Ordinarily Available Provision'?
Ordinarily Available Provision (OAP) refers to the support that every child can receive within our school without needing formal, high-level plans.
It is the inclusive practice and resource set that is standard across all of our classrooms — ensuring every student can access the curriculum successfully.
🧩 Support Across the Four Areas of Need
CBSC provides a range of support across the four recognised areas of SEND need:
💬 Communication & Interaction
- Visual timetables and structured routines
- Clear, explicit instructions with checked understanding
- Small group social skills sessions
- Pre-teaching of vocabulary and key concepts
- Collaboration with Adapt to Learn (Autism specialist)
📚 Cognition & Learning
- Differentiated materials and scaffolded tasks
- SPARX Reader & SPARX Maths digital interventions
- IDL Literacy & Numeracy programmes
- Study skills and revision strategy support
- Modified curriculum pathways at KS4 where appropriate
💛 Social, Emotional & Mental Health
- The Bridge — dedicated emotional support centre
- Access to counselling and mentoring
- Restorative approaches and behaviour regulation
- Form tutor and pastoral support network
- Collaboration with external agencies where needed
♿ Sensory & Physical Needs
- Accessible classrooms and corridors
- Adapted equipment and seating plans
- Specialist staff awareness training
- Adjustments to PE, science and technology lessons
- Exam arrangements — extra time or quiet room
👨🏫 How Teachers Adapt Your Son's Lessons
Every teacher at CBSC is expected to make their lessons accessible for all learners. Key strategies include:
Differentiation
Different tasks provided based on each student's confidence and starting point
Scaffolding
Writing frames, word banks and sentence starters to help students begin tasks
Technology
Laptops and tablets used to support typing, research and accessibility needs
🔄 The Support Cycle: Assess – Plan – Do – Review
Teachers follow a continuous four-step cycle to ensure every student gets the right help at the right time:
Identify needs and barriers through data, observation and discussion
Agree support strategies and expected outcomes within OAP
Deliver support through high-quality teaching and in-class assistance
Monitor progress at least termly and adjust provision as necessary
💛 Social, Emotional & Mental Health: The Bridge
We want every student to feel safe, confident and happy at school. Our SEMH provision includes:
🏠 The Bridge
A dedicated support centre where students can access pastoral care, emotional regulation support and a calm, safe space.
🗣️ Counselling
Private sessions to talk through feelings with a trained professional. Referrals can be made through the pastoral team.
👤 Mentoring
Working 1:1 with a trusted adult or peer mentor to develop confidence, resilience and social skills.
📋 Behaviour Strategies
Personal plans using restorative approaches to help students understand and regulate their own behaviour.
📊 Monitoring & Reviewing Progress
Support isn't just set up once — it is checked and adjusted regularly. Parents play a key role in this process:
- Attending review meetings and sharing observations from home
- Termly updates for students on SEN Support
- Annual reviews for students with an EHCP
- Open communication through email, Parent Evenings and the school app
🤝 Working in Partnership with You
Open communication between home and school is vital. You can reach us through:
Direct messaging and updates through the school's digital platform
Contact class teachers or the SEND team directly by email
Termly evenings to discuss progress and next steps with teachers
Regular school communications with updates and useful information
⚡ If You Have Concerns About Progress
📖 Glossary of Key Terms
Special Educational Needs and Disabilities — umbrella term for a wide range of additional needs.
Education, Health and Care Plan — a legal document for students with high-level, complex needs.
Ordinarily Available Provision — the support available to all students within standard school resources.
Quality First Teaching — high-quality, inclusive classroom instruction that meets all learners' needs.
Special Educational Needs Coordinator — the qualified teacher responsible for managing SEND across the school.
Individual Education Plan — a personalised plan reviewed each term that sets targets for a student's progress.
❓ Frequently Asked Questions
- How often will I be updated about my son's support?
- Usually once per term, or more frequently if a specific intervention is running or progress is being closely monitored.
- Does my son need a diagnosis to receive support?
- No. Support is based on identified educational need, not a clinical diagnosis. We focus on removing barriers to learning.
- Will my son be taken out of lessons for support?
- Most support takes place within the classroom through adapted teaching. Where withdrawal is used, it is targeted, purposeful and time-limited.
- Who is the SENCo?
- Paul Farr is CBSC's SENCo and Assistant Principal. He is the main contact for all SEND-related queries — reachable at sen@carshaltonboys.org.
📞 Key Contacts for Inclusion
SEND Team
Paul Farr
Assistant Principal & SENCo
sen@carshaltonboys.org
Emma Morris
Deputy Principal for Inclusion
External Support
SIASS — SEND Information & Advice Support Service
siass.co.uk
Parent Partnership
Independent advice for parents of children with SEND
Local Authority Local Offer
sutton.gov.uk/local-offer