The Willows - Specialist Provision

Our Intent


At our school, inclusion is central to everything we do. The Willows has been developed to ensure that children with additional and complex needs with learning are identified early and supported effectively so they can make strong progress academically, socially and emotionally.

As demand for SEND support increased nationally, funding structures changed. Previously, EHCP support was allocated through funded hours attached to individual adults. Research, including MITA studies, highlighted that constant 1:1 support was not always the most effective approach and could limit independence.

In response, SEND funding moved to a banded model based on levels of need. Working closely with Surrey Local Authority, we negotiated funding for two specialist teachers, enabling us to redesign our provision to focus on high-quality teaching, targeted intervention and long-term outcomes.


How The Willows Developed


Initially, specialist teaching took place in two small rooms within the main school, supporting children working significantly below age-related expectations. As the complexity and level of need increased, we reviewed our provision to ensure it remained fit for purpose.

Following this review, the school relocated the library to create two dedicated specialist teaching spaces. These redeveloped classrooms mirror mainstream learning environments while allowing for structured, small-group and individualised teaching. This development marked the formal establishment of The Willows as our specialist provision.


Implementation: How We Support Children


A Needs-Led and Inclusive Approach


The Willows operates on a needs-based model, ensuring that support is flexible, responsive and proportionate. Provision is available to any child who requires additional support, regardless of whether they have an EHCP.

We place a strong emphasis on early identification and early intervention, enabling children to access the right support at the earliest opportunity and reducing barriers to learning.


Specialist Teaching, Interventions and Therapies


Children are supported by specialist teachers and a skilled team of specialist Teaching Assistants, trained to deliver a range of evidence-based interventions. These include:

  • Speech and Language Therapy programmes
  • Emotional Literacy Support
  • THRIVE
  • 1:1 Reading (BRP)
  • Targeted Maths interventions
  • Read, Write Inc. Comprehension
  • Early Talk Boost
  • Attention Autism
  • Sensory Circuits
  • Social Communication interventions


Interventions are carefully matched to identified needs, monitored for impact and adapted as children’s needs change.


Flexible Access and Curriculum Integration


Children access The Willows in a variety of ways depending on their individual needs. This may include:

  • Specialist teaching within The Willows classrooms
  • Small-group or 1:1 intervention sessions
  • Therapeutic support
  • A blended approach combining specialist provision with mainstream classroom learning

This flexibility ensures children remain fully included in the life of the school, while receiving the targeted support they need to succeed.


Impact: Supporting Progress and Independence


The impact of provision within The Willows is monitored through regular assessment, review and collaboration between staff, parents and external professionals where appropriate.

Our focus is on supporting children to:

  • Make academic and therapeutic progress from their starting points
  • Develop communication, emotional regulation and social skills
  • Build independence and confidence as learners
  • Access learning successfully within the mainstream curriculum wherever possible

Accessing The Willows


Access to The Willows follows the school’s provision pathway, ensuring that provision is purposeful, timely and reviewed regularly. This process is outlined below and reflects our commitment to working in partnership with families to achieve the best outcomes for every child.

What is The Willows?

The Willows is our specialist provision within the school, designed to support children with additional and complex needs. It provides targeted teaching, interventions and therapies to help children overcome barriers to learning and make academic, social and emotional progress. 


Which children can access The Willows?

Any child who requires additional support may access The Willows. Children do not need an EHCP to receive support. Access is based on identified need, following the school’s graduated approach to SEND support.


Does my child need an EHCP to attend The Willows?

No. While some children accessing The Willows may have an EHCP, many do not. We believe in early intervention and providing support as soon as a need is identified, rather than waiting for statutory processes.


How will my child access The Willows?

Access is flexible and individualised. Some children may spend a significant proportion of their day in The Willows, while others may attend for specific lessons, interventions or therapies alongside their mainstream classroom learning. 


Will my child still be part of their mainstream class?

Yes. Inclusion is central to our approach. Wherever possible, children remain actively involved in their mainstream class and wider school life, with The Willows providing additional support to help them access learning successfully.


What type of support and interventions are offered?

Support is delivered by specialist teachers and trained specialist Teaching Assistants. Interventions include:

  • Speech and Language Therapy
  • Emotional Literacy Support
  • THRIVE
  • 1:1 Reading (BRP)
  • Maths interventions
  • Read, Write Inc. Comprehension
  • Early Talk Boost
  • Attention Autism
  • Sensory Circuits
  • Social Communication support

Interventions are regularly reviewed and adapted to ensure they remain effective and relevant to each child’s needs.


How are children identified for support?

Children are identified through ongoing assessment, teacher observations and discussion with parents. As a needs based school, we follow a graduated approach, ensuring that support is carefully planned, implemented and reviewed. Decisions around access to provision offered within The Willows form part of our termly Pupil Progress meetings. These meetings include the headteacher, deputy headteacher, SENCO and class teachers.


How is progress monitored?

Progress is monitored through regular assessment, observation and review meetings. We look at academic progress as well as communication, emotional regulation, social development and independence. Adjustments are made where needed to ensure children continue to make progress from their individual starting points.


How will parents be involved?

We work in close partnership with parents and carers. This includes regular communication, review meetings and opportunities to discuss progress and next steps. Parent views are valued as an essential part of our provision.


Will the support my child receives stay the same?

Support within The Willows is needs-led and flexible. As children develop skills and confidence, the type and level of support may change. Our aim is always to help children become increasingly independent learners.


Who delivers the provision?

Provision is led by specialist teachers, supported by a skilled team of specialist Teaching Assistants who are trained to deliver a range of interventions and therapies.


How do we access The Willows?

This is a school-led model unlike a maintained unit where admission is controlled by the Local Authority. Any child on role at Lingfield may access the provision offered in The Willows if a need is identified.

Access follows the school’s graduated approach to SEND support, which is outlined below. If you have concerns about your child’s learning or development, you are encouraged to speak to your child’s class teacher or the SENCO in the first instance.