The Willink School

Last updated: 03/10/2023

The Willink is a dynamic learning community whose ethos is encapsulated in the phrase “village school, global outlook”. Our success is based on an approach which combines the highest expectations with sensitivity to learners’ individual needs, concentrates on developing and maintaining the very best standards of learning and teaching, and takes every opportunity to recognise and reward achievement.

Who to contact

0118 983 2030
The Willink School

Where to go

School Lane
Burghfield Common

Time / Date Details

Time of day

Local Offer

Local Offer Age Bands
12 to 14
15 to 16
16 to 18


1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

Students have a Special Educational Need (SEN) if they have a learning difficulty which calls for special educational provision to be made for them. Students have a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age, or have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age.

Willink School aims to ensure that there is opportunity for each individual to develop his or her abilities fully; individual needs are focused on and individual differences valued; positive role models are provided that encourage each individual’s full development; there is a calm and friendly atmosphere which encourages and promotes high personal standards; there is a healthy, safe and secure environment; individuals are not held back by discrimination; all may make a contribution to the welfare of the school community. 

Close links with feeder primary schools ensure that students with SEND are identified and fully supported during the transition process to The Willink. Upon entry, all students complete: Cognitive Ability Tests; Reading Accuracy and Comprehension Assessments; Spelling Accuracy Assessments. These are robust standardised assessments which can indicate specific areas of strength, weakness and help to identify the need for further intervention. Further assessments can also be administered in response to these assessments and teacher referrals.

Results of assessments are recorded and used to inform effective teaching strategies and measure progress over time. 

Communication and consultation between Willink School and parents is integral to the successful progress of all students. If a student is identified as having SEND, the Special Educational Needs and Disabilities Coordinator (SENDCo) will invite parents to contribute towards the completion of a Challenging Support Plan (CSP) which will outline: targets, school action; parental action; student action; involvement of any additional agencies. 

Please find Willink School’s SEND Policy at:

1.2: What should I do if I think my child has SEND?

If you think that your child has SEND you should contact the SENDCo to discuss your concerns and agree on a course of action.


2. Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
  • Every teacher has a responsibility to ensure that their teaching is supportive and inclusive of students with SEND. The SENDCo will advise these teachers about your child’s specific needs and appropriate differentiation of tasks, resources and support.
  • The CSP is reviewed by the tutor, Head of Learning, SENDCo or lead professional.
2.2: How will I be informed / consulted about the ways in which my child is being supported?

Annual Learning Review meetings with tutors/Head of Learning/SENDCo will provide the opportunity to review and discuss the support in place for your child. Additionally, there will be annual opportunities to meet with your child’s subject teacher and any relevant subject Head of Department will also consult you throughout the year if they feel that they need to provide additional, specific, intervention and support to ensure that your child makes progress in their subject.

2.3: How will the school balance my child's need for support with developing their independence?
  • Willink students are encouraged to contribute towards the assessment of their own needs, target setting and Challenging Support Plan. Learning Support Assistants (LSAs), who have particular curricular or SEND expertise, provide additional support to students to help them to access the curriculum. Therefore, students will adapt to different LSAs supporting them in different subjects which ensures that they do not become dependent on an individual.
  • LSAs will use strategies to allow students to independently complete tasks for themselves which will result in increased self-esteem and independence. 
  • Success will be rewarded via Merits and Achievement Points issued from support and teaching staff and celebrated via our child’s tutor and Head of Learning.
2.4: How will the school match / differentiate the curriculum for my child's needs?

Willink School’s differentiation of the curriculum ensures that the needs and development of the individual student are at the heart of the educational process.

  • Teachers use summative and formative assessment data to plan for effective differentiation in all lessons.
  • The success criteria will be explicit and differentiated for the needs of your child. 
  • A range of learning and teaching strategies and styles will be adopted which will allow your child to engage with their learning. 
  • Liaison between teaching and support staff will identify specific difficulties and strategies to enable your child to make progress. 
  • Learning Support Assistants may be used to provide additional individual or group support.
  • The environment of the classroom will be regularly updated to support learning and celebrate all student achievement.
  • Key Stage 4 curriculum choices will be supported by consultation with parents, subject teachers, Heads of Learning, Connexions Advisa (college and careers advisor).
2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
  • All teachers receive additional training from specialist SEND advisors to ensure that teaching strategies successfully meet the needs of our learners. 
  • Teaching strategies used include: visual aids and prompts; literacy mats; specific timings; short and clear instructions; modification of resources; strategic seating plans; additional technology and use of ICT; allocated pairs for discussion; regular revision activities and links to prior learning; clear routines; warning of change; devices for sensory seeking students; additional thinking and processing time; differentiated tasks; group work supported by LSA.
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • SENDCo
  • Subject specialist Learning Support Assistants
  • Literacy specialist Teaching and Learning Assistants
  • Learning Support Assistants
  • Emotional Literacy Support Assistants
  • Numeracy Teacher
  • Literacy Teacher
  • Education Business Partners
  • Intensive Connexions
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Reading Catch-Up Programme One to one
Phonological Awareness Training One to one
Early Morning Literacy Small group
Paired Reading One to one
Sound Training for Reading Small group
Reading Catch-Up Programme Small group
Numeracy Tuition Small group
Literacy Tuition One to one
Emotional Literacy Support (ELSA) One to one
Anger Management Small group
Social Skills One to one
Counselling One to one
Specialist Inclusion Support Service One to one
2.8: What resources and equipment does the school provide for children with SEND?

Willink School will seek advice and recommendations about additional resources and equipment from additional professionals working with your child.

2.9: What special arrangements can be made for my child when taking examinations?
  • Special arrangements are provided in line with the regulations of the Joint Council for Qualifications (JCQ). Special arrangements are defined as ‘Access Arrangements’ which are pre-examination adjustments based on evidence and normal way of working. 
  • Access Arrangements allow students with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.  For example, readers, scribes, and Braille question papers. 
  • Students and parents will be fully prepared for their Access Arrangements prior to examinations.
3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

All students are entitled to make progress. The process towards progression involves: target setting; planning; feedback; assessment; reporting

Target Setting:

  • We measure student’s progress in learning against National expectations and age related expectations. All students will have numerical targets based on Key Stage 2 attainment.
  • Students will be fully informed of their numerical targets which will allow them to set small, measurable, achievable and realistic targets (SMART) in all curricular areas.


  • Formative feedback from teachers will provide curricular advice to students about how they can make progress. 
  • Students will be given the opportunity to show success and progress by responding to, and refining, their marked work following formative assessment. 
  • Oral feedback will be a part of everyday lessons with curricular targets being set and students being questioned and being shown how to improve. 
  • There is a commitment to peer and self-assessment.


  • Typically, departments will formally assess the progress of students four or five times per academic year through a variety of assessments that test different skills. 


  • The results of assessments will be recorded in your child’s subject exercise book, homework planner and reported in the school report which will be issued three times per academic year.
  • All subject teachers will also report on the ‘Attitude to Learning’, ‘Homework’, ‘Focus’ and ‘Behaviour’ which will feature on your child’s report. Therefore, progress in these individual strands will also be used as a measure of progress. 
  • You will be invited to respond to your child’s progress as indicated by these three reports and the tutor, Head of Learning or subject teacher may be involved in the subsequent consultation. 
  • Your child’s teacher or Head of Learning will inform you of concerns about lack of progress.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • Targets are automatically generated based on Key Stage 2, or 3, results. These targets are provided on reports.
  • Personal curricular targets to ensure that ambitious target levels and grades are achieved will be based on feedback from subject teachers. These targets will be indicated in progression sheets kept in exercise books which your child should be able to show you.
  • You will be involved in the review and setting of SMART targets at the Annual Learning Review meeting.
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • During the course of an academic year, there will be three official attainment reports, one Annual Learning Review meeting and one Parents’ Evening where you will meet with all subject teachers of your child. 
  • If you require additional information, this can be requested via your child’s tutor, Head of Learning or Head of Department (subject specific concern).
3.4: What arrangements does the school have for regular home to school contact?
  • Daily Planners should be used to communicate information between parents/carers and teaching staff. These should be signed by parents/carers and tutors weekly to ensure that information is shared and responded to appropriately.
  • If your concern is more sensitive, or you would like to speak to a specific individual, you can contact the school main reception who will transfer you to the relevant person. Alternatively, you can make contact via email.
3.5: How can I help support my child's learning?
  • Parents/carers have a vital role in ensuring that the individual needs of their children are being met; their rights and responsibilities are respected; and they have an active role in decisions made about approaches taken to meet these needs.
  • Providing a dedicated time and space for the completion of homework will create a calm environment in which your child can consolidate their learning. This will also contribute towards the creation of an organised homework routine. 
  • Create opportunities to discuss your child’s work with them. Giving young people the opportunity to discuss their ideas and opinions allows them to clarify and organise their understanding, and confirm their knowledge, which makes it easier for them to complete written work. 
  • Encourage your child to read frequently. Even if they only read for fifteen minutes per day, this will improve their: range of vocabulary; spelling accuracy; sentence construction; comprehension. This will have a beneficial impact on their progress in all subjects. This is an opportunity to spend quality time with your child: either jointly read and discuss their text or you could each read your own texts and discuss the content, issues and language.
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

Willink School hosts Parent Information Evenings each term and these cover a range of topics which can enable you to support your child’s learning.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Willink School places the individual student at the heart of the educational process in a person centred approach. Each subject teacher will regularly invite students to review the progress that they are making and identify areas in which they need help. 
  • Your child’s views will be sought before the Annual Learning Reviews or target setting meetings.
3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • The curriculum consists of those activities planned by the school to promote the intellectual, moral, social, spiritual and physical development of students, to prepare students for a healthy and safe existence and for the opportunities, responsibilities and experiences of life.
  • Students will study courses based on the National Curriculum programmes of study at Key Stage 3, and a flexible options programme, including vocational courses, at Key Stage 4 and Post 16.
  • A range of teaching and learning styles is promoted, to ensure a richness of educational environment that enhances the experience of students and teachers alike.
  • School work is linked to students’ own experiences both inside and outside the classroom in preparation for the needs of adult life.
  • A tailored curriculum can incorporate: GCSE, BTEC, iGCSE, NCFE qualifications; vocational college courses; employability and work experience qualifications.
3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

The Willink School assesses the overall effectiveness of its SEN provision by considering a number of key factors. 

  • Progress made within a specific intervention project
  • Progress in specific subject areas
  • Attendance and behaviour comparisons between SEN and non-SEN students
  • Comparison with national data
  • Teaching and learning reviews
  • Feedback from parents and students
  • School Inspection feedback
  • SEN Governor Reviews
  • Department Self-Reviews
  • Department Development Plans
4. Support for my childs overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

All students at The Willink School are provided with a rich set of learning experiences and opportunities which begin in the classroom, extend to the wider school, and the local community beyond that. These opportunities are delivered via:

  • A respectful learning environment in which students feel safe, secure and are encouraged to share and listen to the views of others.
  • Clearly identified adults and designated areas which can be sought by students if they have an issue which they need to discuss. 
  • Personal, Social, Health and Economic Education (PSHEE) is taught in Year 7, 8, 9 and 11. The underlying aim of PSHEE education is to enable our students to make informed decisions in the future and safeguard their own health (mental, emotional and physical) and economic wellbeing.
  • Regular cross-curricular activities and opportunities delivering PSHEE which equip pupils with the skills they need to stay safe.
  • Developed curriculum material which will help students to develop realistic attitudes to the responsibilities of adult life.
  • Opportunities to participate in extra-curricular activities and trips.
  • Established effective working relationships with parents and colleagues form partner agencies.
  • Learning Support Centre will provide students with structured and coordinated support to overcome barriers to learning caused by personal, social, emotional or behavioural difficulties. We firmly believe that education provides students with the foundation for a successful life and recognise that this must be tailored to individual needs and circumstances.

Support is provided by Learning Support Centre to students and families via different approaches and covers a range of issues:

  • Special Educational Needs
  • Literacy
  • Emotional Literacy 
  • Behaviour Management
  • Relationships
  • Loss and bereavement
  • Restorative Resolutions
  • Attendance
  • Pastoral
  • Transition
  • Alternative Curriculum
  • Financial hardship
  • Liaison with external agencies
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

It is the right of all students to learn in a calm and safe learning environment. In order to achieve this, Willink School will:

  • promote, among students, self-discipline and proper regard for authority 

  • encourage good behaviour and respect for others 

  • ensure that the standard of behaviour of all students is acceptable 

  • promote a safe and healthy school environment for all staff and students

  • Learning Support Centre (LSC) fulfils the dual roles of supporting students with personal problems who are unable, temporarily, to access their curriculum and those students whose behaviour, attitude or emotional situation means they cannot work in a classroom situation without adversely impacting on the learning of other students. 

  • Integration in lessons is achieved via; individual support and coaching; group support; targeted support in lessons; support from additional agencies; pre and post-school support as appropriate to enable and empower students to become confident individuals and effective contributors to our society.

  • Students can be referred to LSC via Senior Leadership Team (SLT) or Head of Learning (HOL). Additionally, students are able to self-refer before school, breaks and after school when they are very welcome. 

  • Students will only attend Student Support during lesson time if they have an appointment or specifically directed by their HOL or a member of SLT. 

  • Each student will have an individual pastoral support plan with regular updates to ensure the support in place is valid. 

  • LSC will support students and colleagues when poor behaviour necessitates a consequence such as a detention, time in internal isolation or reintegration following an external exclusion.

  • We work and liaise with a variety of support services including:  

    Education Welfare Officer 

    Educational Psychologist 

    Social Services 


    14-21 Counselling Service

    Children and Adolescent Mental Health Services (CAMHS)

    Ethnic Minority and Traveller Achievement Service (EMTAS)

    The Secondary Outreach and Reintegration Service 

    Youth Offending Team (YOT)

    Police Community Support Officers (PCSO)

    The Youth Service 

    Berkshire Adolescent Unit 

    Pupil Referral Units 

    Local GP & NHS services – School Nurse 

    Pupil Placement Panel.

  • The Willink School is committed to ensuring equal opportunities for all members of the school community and actively promotes the social inclusion agenda. No student should be disadvantaged by their class, gender, race, religion or any disability. Every student is an individual and every student does matter.

4.3: What medical support is available in the school for children with SEND?
  • GPs and appropriate healthcare professionals should notify the school nurse when a child has been identified as having a medical condition that will require support at school. 

  • Whilst the school nurse is not based in school appointments can be requested.

  • The school nurse should be will to advise on training that will help ensure that all health conditions affecting pupils in the school are understood fully. This includes preventative and emergency measures so that staff can recognise and act quickly when a problem occurs.

  • Parents should provide the school with sufficient and up-to-date information about your child’s medical needs.

  • Parents should carry out any action agreed. For example, provide medicines and equipment and ensure that you or another nominated adult is contactable at all times.

  • Students should be fully involved in discussions about their medical support needs and contribute as much as possible to the development of, and comply with, their individual healthcare plan.

  • All members of staff are aware of arrangements for supporting students with medical conditions. 


4.4: How does the school manage the administration of medicines?
  • Medicines will be administered at school when it would be detrimental to your child’s health or school attendance not to do so. 
  • Students who can take their medicines themselves or manage procedures may require a level of supervision. If it is not appropriate for a child to self-manage, then relevant staff should administer medicines and manage procedures for them. 

  • If a student refuses to take medicine or carry out a necessary procedure, staff will not force them to do so, but will follow the procedure agreed in the individual healthcare plan. Parents will be informed.

  • Students under age 16 years will only be given prescription or non-prescription medicines with their parent’s written consent. 

  • Willink School will only accept prescribed medicines that are in-date, labelled, provided in the original container as dispensed by a pharmacist and include instructions for administration, dosage and storage.

  • All medicines will be stored safely. Students will know where their medicines are at all times and be able to access them immediately. Where relevant, they should know who holds the key to the storage facility. Medicines and devices such as asthma inhalers, blood glucose testing meters and adrenalin pens will be readily available. 

  • A record of all medicines administered to your child, stating what, how and how much was administered, when and by whom will be maintained. 


4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

If personal care is required, appropriate procedures will be put in place in discussion with parents, carers and the student.


5. Specialist services available / accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
  • The Willink School welcomes support from a range of support services which include: Educational Psychology Service; Special Needs Support Team; ASD Service; Sensory Consortium Service; Specialist Inclusion Support Service; Behaviour Support Team; Reintegration Outreach; Occupational Therapy Service; Speech and Language Therapy Service. 
  • You will be consulted if it is felt that any of these support services are required for your child.


5.2: What should I do if I think my child needs support from one of these services?

If you feel that your child needs support from one of the aforementioned services then you should contact your child’s Head of Learning or SENDCo. These individuals, in conjunction with other relevant staff members, will consider your child’s needs and access to the relevant service. 

5.5: What arrangements does the school have for liaison with Children's Social Care services?

The Willink School has a close working relationship with these services. There is a robust safeguarding policy in place and all staff have had safeguarding training. All safeguarding issues are referred to the Designated Safeguarding Officer who will then liaise with outside agencies as appropriate.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • All new teachers to the school complete a rigorous induction programme which includes a focus on SEND issues and the SEND needs of specific students at Willink School. 
  • Regular whole school training is completed by all teaching staff during which time the SENCO, Local Education Authority or additional agencies will provide training on specific issues relating to SEND.

6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Learning Support Assistants are valued and integral members of staff who also attend the aforementioned whole school training.
  •  Additional training is provided specifically to individual Learning Support Assistants.

6.3: Do teachers have any specific qualifications in SEND?
  • Our SENCo has completed the mandatory National SENCO Award. 
  • Many staff have wide experience of SEND and are very familiar with having SEND learners in mainstream classes and able to plan a learning programme that is suitable for an individual learner’s needs.

6.4: Do teaching assistants have any specific qualifications in SEND?
  • We have four members of staff trained as an Emotional Literacy Support Assistant (ELSA) who receive regular support from the Educational Psychologist. 
  • A number of our Learning Support Assistants are qualified in delivering reading and spelling interventions for students with specific literacy difficulties. 

7. Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • All students are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. 

  • In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school. 

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Written confirmation containing details of trips will be provided and parents and carers will be expected to provide relevant information regarding additional needs or provision or required.
  • Parents/carers can be involved in the risk assessment process where necessary.

  • Travel training may be delivered for some learners so that they know what to expect.

8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • The Willink School comprises of many buildings which are all compliant with DDA regulations. 
  • Newer buildings are fitted with lifts to ensure access to classrooms above ground level.

  • Where buildings do not have lift access, reasonable adjustments have been made so that it is accessible by learners with mobility difficulties.

8.2: Have adaptations / improvements been made to the auditory and visual environment?

We respond to individual needs and any reasonable adjustments that are required for the learner such as larger signage with an accessible font and point size.

8.3: Are there accessible changing and toilet facilities?

Changing rooms and toilet facilities are located at ground level.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • Within the school environment, we aim to ensure that students with disabilities are not disadvantaged due to difficulties in access to rooms or to specialist equipment. 
  • We have a Health and Safety Committee that ensures that school buildings are all easily accessible.

  • Reasonable adjustments can be made in consultation with West Berkshire’s Local Education Authority’s Access Officer and the Sensory Consortium Service.  


8.5: How does the school communicate with parents / carers who have a disability?

Any communication required with parents and carers who have a learning difficulty or disability is provided in a suitable format and adjustments would be made depending on the need.

8.6: How does the school communicate with parents / carers whose first language is not English?

Any communication required with parents and carers is provided in a suitable format.

9. Preparing my child to join a new school / next stage of education
9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • You will be invited to attend information evenings which are held in the summer term, for Year 5 students, and their parents. These are held at The Willink at a time when you will be considering your choice of secondary school.
  • Invitations are extended for parents and students to attend our end of term events, our ‘Open Evening’ and to enjoy a tour around our school during a working day.

  • Several Departments within the school also maintain links with primary schools.

  • Once your child’s placement at Willink School has been confirmed in the spring term of Year 6 our Transition Coordinator will visit your child’s primary school to talk to the Year 6 teachers and many of the students.

  • The SENDCO works closely with her counterparts in the primary schools so that she is aware of any students, and their additional needs, from an early age.

  • Students with additional needs or who are considered to be vulnerable are invited to The Willink for a number of visits during the summer term to familiarise themselves with the environment and the people in the school.

  • Year 6 students with confirmed placement at The Willink will also be invited for two taster days. They all complete CAT tests during the two days so that data is in place before the start of term.

  • There will be a ‘New Parents & Pupils’ meeting held on the evening of the first induction day. At this event, you will meet your child’s class tutor for the first time and there is a presentation to parents by the Head Teacher, Chair of Governors, Chair of the PTA, Head of Learning for Y7, Transition Coordinator and current Y7 students. During the presentation the parents are told of our expectations and the school ethos.

  • We appreciate that this transition process will be an anxious time for you as a family unit. Consequently, you and your cUhild will attend an individual appointment with their tutor or Head of Learning providing a sound basis for a good relationship between parents, students and teachers. 

  • All teaching and support staff will be fully informed of your child’s SEND and successful teaching and learning strategies. 

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • You and your child will be given opportunities to enquire and discuss options available for the transition to the next key stage. This will mirror aspects of the primary to secondary transition process in that there will be several information sharing forums; scheduled meetings with subject teachers, tutors or HOLs. 
  • Transition decisions may be informed by additional agents such as our Careers Counsellor from the organisation Connexions who will meet with your child and provide information and advice about careers, required qualifications and suitable further education institutes. 

  • All staff is informed about the SEND of their students and will be notified if, or when, changes occur.

9.3: How will my child be prepared to move on to his or her next school?

If your child moves to a new school, we will support additional visits and share information about their attainment and needs to ensure a smooth transition.

9.4: How will you support a new school to prepare for my child?

If your child transfers to a new school we will provide all assessment information, behaviour and attendance records and details of any additional support that they have received or require.

9.5: What information will be provided to my child's new school?

As above.

9.6: How will the school prepare my child for the transition to further education or employment?
  • Enterprise activities and work related learning is delivered across the curriculum in Key Stage 3 and 4, particularly in PSHEE careers units. 
  • Year 10 students undertake one week of work experience co-ordinated by West Berks Education Business Partnership, a mock interview later in the year and there will be opportunities to visit further education institutions and career focused events.

  • The aforementioned support provided by Connexions can be extended to help specific young people to develop their self-management skills by providing comprehensive information on leisure, health, finance in addition to and careers through a range of methods. They will engage with young people to identify barriers to their progression in life in education, training and ultimately employment. This will include the use of appropriate diagnostic processes and assessment.

  • Connexions Advisors will use a variety of one to one approaches, group support and ICT applications to help students to develop practical employability skills such as planning, presentation, communication and social skills. 

  • We do encourage students to work and think independently but this does not mean that they will be encouraged to act independently from you. You will be provided with opportunities to attend careers events, information evenings and meet with the professionals and agencies involved in the application process. 

10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
  • You will be introduced to your child’s class tutor during the transition process to Willink School when you will be given the opportunity to share significant information about your child, or your family, which might affect their progress at Willink School. This tutor will meet with your child two times per day and will therefore communicate important information to them, observe their interaction with peers and support the organisational demands of secondary school. The class tutor is therefore your first point of contact. 
  • Alternatively, you can contact your child’s Head of Learning or lead professional for your child. 


10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Willink School extends our support to your family unit and not just your child when they are in the school environment.  Willink School’s Family School Support Worker (FSSW) will:

  • Help your child achieve their full potential at school.

  • Encourage your participation in the education of your child.

  • Help you to identify difficulties at home and school that are affecting your child’s education and help you find solutions to these difficulties.

  • Listen to you and offer support to reduce anxiety and sense of isolation.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Willink School has strong links with a number of external agencies and the lead professional who you are in communication with would be able to signpost you to the relevant agencies as appropriate.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • There are various ways in which Willink School collects feedback from parents/carers and we encourage open communication between parents/carers and tutors, Head of Learning or the lead professional for your child. You will have opportunities to do so at Learning Review Meetings; Parents’ Information Presentations; Parents’ Evenings and via Parent View.
  • Students are encouraged to share their views with staff. They will be invited to do so formally with their tutor, Head of Learning, or through Year Council Meetings and the School Council Meetings.

Quality checks

  • DBS check

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