Safeguarding
At UTC Reading we strive to ensure our students feel safe and supported. We want them to know who they can talk to and how to access support both in school and from outside agencies. We seek to educate and empower young people to be aware of their rights, social responsibilities and make healthy and informed life choices.
We encourage open communication with students and their families who are able to contact staff directly when needed.
Parents or students who have a concern they would like to discuss and aren’t sure who to talk to should contact our key contacts below.
Key safeguarding Contacts
Designated Safeguarding Lead (DSL):
Lee Reynolds – lee.reynolds@utcreading.org.uk
Deputy Designated Safeguarding Leads (DDSL):
- Jennie Thomson – jennie.thomson@utcreading.org.uk
- Charlotte Tennant – charlotte.tennant@utcreading.org.uk
- Julie Hooper – julie.hooper@utcreading.org.uk
Designated Teacher responsible for Looked After Children:
Lee Reynolds – lee.reynolds@utcreading.org.uk
Key safeguarding Documents and external contacts
To find key documents, for example our Trust Child Protection and Safeguarding Policy, and our local Safeguarding Procedure which includes details of local external contacts, please look at our Policies and Procedures page.
CEOP Command – formerly the Child Exploitation and Online Protection Centre, works with child protection partners across the UK and overseas to identify the main threats to children and coordinates activity against these threats to bring offenders to account.
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Georgina Craven
Executive Director of SEND (SENCo)
Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.















