SEND
At UTC Reading we aim to:
- Meet the individual needs of students
- Overcome barriers to learning
- Raise student self-esteem
- Build student confidence
- Develop student independence
- Provide students with access to a broad and balanced education
At UTC Reading we aim to provide holistic SEN support, using staff to provide support in classes, without hindering the individuality and independence of the students.
Key SEND Contacts and documents
Executive Director of SEND – Georgina Craven
Contact details: georgina.craven@utcreading.org.uk
For information about our provision for children and young people with special educational needs (SEND), for example our SEND report which includes details of the Local Offer, please have a look at our local policies and procedures webpage.
For Trust-wide policies including the SEND Policy, please click here.
The support in class is focused around the needs of the student and is based on strong relationships and good communication between staff, students and parents, which we believe is key to enabling maximum progress.
We are flexible in our support of students and look to develop them, academically, emotionally and socially. We are quick to identify the needs of students and make excellent use of external stakeholders to identify needs and implement support.
APPLY FOR
Year 10
APPLY FOR
Year 12
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.
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