Miss M Fennemore
Miss R Nolan
Mrs J Read
Mrs V Whale
Miss H Spark
Mrs M Fry
Mrs A Gupta
Mrs N Howard
Mrs D Marsh
Mrs O Mozharivska
Mrs S Potiagaieva
Miss L Prout
24/04/2026SEND
At Waingels, we proudly welcome students with Special Educational Needs and Disabilities (SEND) as an integral part of our diverse and vibrant community. As an inclusive school where everyone belongs, thrives and succeeds, we are committed to ensuring every student feels valued, supported, and empowered to achieve their full potential.
Belonging sits at the heart of our ethos, and this extends to the way we support students with SEND. We work closely with parents, carers, and external professionals to provide a holistic, personalised approach to inclusion and intervention. We recognise the vital role families play in their child’s education, and we ensure their voices and the voice of the child are central to all decisions about support and provision.
Through high quality inclusive teaching, restorative practices, relational approaches, and targeted interventions, we aim to remove barriers to learning and promote independence, confidence, and success. Our staff share a collective responsibility for meeting the needs of all learners, fostering a compassionate and respectful environment where difference is embraced and every student has equitable access to a broad and balanced curriculum.
At Waingels, we believe that when students feel they belong, they can truly thrive and when they thrive, they succeed. Our commitment to inclusion ensures that every young person is supported, celebrated, and given the opportunity to flourish as part of our school community.
Click here to view our SEND Policy
Support Staff
SEND Support Staff
The support staff at Waingels are the backbone of our community, providing essential inâclass support, targeted intervention, and dedicated key working that empowers every student to thrive. Their commitment ensures that no learner is left behind, and their impact is felt in every classroom, every corridor, and every success story.
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Mr G Payne SEND Teacher |
Miss V Sword SEND Teacher |
Mental Health & Wellbeing Co-ordinator |
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Mrs J Boothroyd Inclusion & Intervention Para-educator |
Mrs S Burt Inclusion & Intervention Para-educator Literacy Lead |
Mrs L Dinakar Inclusion & Intervention Para-educator |
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Mrs L Moltoni Inclusion & Interventiom Para-educator EAL Lead |
Inclusion & Intervention Para-educator Pastoral Metor |
Inclusion & Intervention Para-educator Therapy Dog Handler & ELSA Practitioner |
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Inclusion & Intervention Para-educator |
Inclusion & Intervention Para-educator |
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Teaching Assistant |
Teaching Assistant |
Teaching Assistant |
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Teaching Assistant |
Teaching Assistant |
Teaching Assistant |
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Teaching Assistant |
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In School Support
Page coming soon..
Support Flow Chart
Page coming soon..
External Support
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SEND Voices Wokingham represent the voice of parent carers with the Local Authority, Education and Health to improve services for children and young people in the borough with SEND. SEND Voices offer information and training opportunities to enhance skills and knowledge. |
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Wokingham SEND Information, Advice and Support Service (SENDIASS) provides impartial advice and support to parents and carers of children with SEND, and young people with SEND. SENDIASS can support you from when you first have concerns that your child may have SEN, through to requesting and maintaining an Education, Health and Care Plan. |
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At Parenting special children, 90% of the team are parents & carers of neurodivergent children & young people, children with SEND or early life trauma and/or are neurodivergent themselves. They bring an extensive lived experience and specialist knowledge to offer tried and tested resources, effective strategies, and a compassionate listening ear. Parenting Special Children offer workshops, training and support groups as well a helpline for parents who need to talk. |
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Autism Berkshire are the leading autism charity in Berkshire and deliver quality specialist services, training and social and leisure activities throughout the county, guided by a team of trustees with personal and professional experience of autism. Autism Berkshire offer advice through a helpline, events and workshops. The charity provide social & leisure activities for families and Autism specific training for all. |
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The British Dyslexia Association (BDA) is the voice of dyslexic people. They aim to influence government and other institutions to promote a dyslexia friendly society that enables dyslexic people of all ages to reach their full potential. The BDA provide support, assessment, training and tutoring for students with Dyslexia and Dyscalculia. |
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Berkshire Sensory Consortium Service is hosted by Achieving for Children on behalf of RBWM as part of the Berkshire Joint Arrangement between RBWM, Slough, Bracknell Forest, Wokingham, Reading and West Berkshire. A service that aims to respond effectively to the specific needs of each child and to provide support in a number of different ways. They work closely with colleagues in schools and with families, linking our work with Social Services and Health Authorities. |
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ASD family help are a local user-led charity offering peer support groups, one-to-one advice, and social activities. They provide practical help with form-filling (such as PIP and DLA), and operate a drop-in service where no diagnosis is required. Our charity is open to all autistic individuals or those with associated conditions (for example dyslexia, dyspraxia, OCD, anxiety, PDA, ADHD) |
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The ASSIST service work in a proactive, supportive and preventative way with families and providers, so that autistic children and young people living in the Wokingham Borough can be the best they can be, be happy and thrive. The approach to intervention is holistic, creative and directed by the needs of the individual and those around them. The service provides information, support and training to assist children, young people and their families both pre and post diagnosis. A key aim of the service is to build capacity. ASSIST is always looking at ways to work with many to share knowledge and skills that enhance the understanding of autism. |
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Me2 Club is an award-winning inclusion charity that supports children and young people with additional needs and disabilities. Operating primarily in the Reading and Wokingham boroughs of Berkshire, UK, the organisation aims to tackle social isolation and exclusion. They do this by helping young people actively participate in mainstream leisure and after-school activities. |
Access Arrangements
Supporting Your Child in Exams: A Guide to Access Arrangements
We want every student to feel confident and supported when it comes to exams. This page explains what access arrangements are, how they work, and how we support your child throughout their time at Waingels.
What Are Access Arrangements?
Access arrangements are small adjustments that help students with additional needs take exams fairly. They are there to remove barriers — not to give an advantage.
They:
- Help students show what they can really do
- Match the support they normally use in lessons
- Are based on clear evidence
They do not make the exam easier, and having a diagnosis does not automatically mean a student will receive an arrangement.
Examples include:
- Extra time
- A reader
- Rest breaks
- Use of a word processor
- A scribe
Useful JCQ Resources for Parents - These official guides explain the rules schools must follow:
Click here to view JCQ Parent FAQ
Click here to view 25% Extra Time
Click here to view Scribe Guidance
Key Things to Know
- Arrangements must match what your child normally uses in lessons
- Students need to use the support regularly
- Teachers must show that the support makes a real difference
- Arrangements can change over time
- Schools make the final decision based on JCQ rules
Important: National Rules We Must Follow
Access arrangements are governed by strict national regulations set by the Joint Council for Qualifications (JCQ). These rules apply to all schools and are regularly checked through inspection.
In simple terms, we can only award access arrangements where there is clear, consistent and formal evidence that a student needs them. This evidence must come from a combination of assessment data, teacher input, and a demonstrated history of the support being used in everyday lessons and assessments.
Teacher observations are important, but they must support formal evidence rather than replace it. If arrangements are awarded without the required evidence, this is classed as malpractice, which could affect the school’s ability to run exams and may put students’ results at risk.
For this reason, we cannot award arrangements simply because a student finds exams difficult or is underperforming. All support must be justified by evidence showing a clear impact on performance and access to exams.
Frequently Asked Questions
Why can’t my child automatically get extra time if they have a diagnosis?
A diagnosis alone is not enough. JCQ requires evidence that the difficulty directly impacts exam performance, supported by assessment data and normal classroom practice.
Why does my child need to use the support in lessons first?
Access arrangements must reflect a student’s normal way of working, meaning they must regularly use them in lessons and assessments before they can be used in exams.
What happens if my child doesn’t use their access arrangements in mocks?
If arrangements are not used consistently, they may not be approved or could be removed before final exams, as there would not be enough evidence.
Can the school make an exception?
No. Schools must follow JCQ regulations. Making exceptions without evidence would be considered malpractice and could affect exam results.
How can I support my child?
Encourage them to use their support regularly in lessons
Share any relevant reports or information with the school
Contact us early if you have concerns
Questions or Support
Please contact: SENCo / Access Arrangements Coordinator
