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St Margaret's Academy

The staff at St Margaret’s are a caring, dedicated and experienced team who try to achieve the best from their children whether it is academically, morally, spiritually or physically. The fulfillment of this aim can be seen in the children at the school who are smart, well behaved, have good manners and an excellent attitude to work. They like to think they are a happy school which enjoys a good reputation due to the quality of relationships between staff, parents, children and governors. This is a firm foundation on which to build the future of the children.

An important part of our school is our Hearing Support Centre (HSC). This is an enhanced provision in the Torbay area as St. Margaret's Academy is the designated primary school for pupils with hearing impairment. There has been a hearing resource base here for over 50 years.  We cater for children with moderate to profound hearing loss.

Children who attend the HSC are supported by an experienced specialist team comprising a Teacher of the Deaf, two Deaf Inclusion Workers and two Specialist Teaching Assistants.  The team has qualifications in Educational Audiology, Deaf Education, BSL (Level 3) and Cued Speech. 

The children are fully included in all aspects of school life in a whole school approach. All mainstream staff have experience of working with children who have hearing impairment and they receive regular deaf awareness training. The children benefit from being with other hearing impaired children whilst working and playing alongside their hearing peers. 

We assess each child's needs according to hearing loss and communication mode and we devise individual programmes to develop receptive and expressive language. We provide the communication method appropriate to each child, whether that is spoken language or BSL. The support we provide enables hearing impaired children to access the curriculum and to become independent learners. As experienced and qualified practitioners we are able to support the children academically, socially and emotionally. 

Children with audiological equipment are provided with assistive listening devices (ALD). Each classroom is fitted with a soundfield system, which links to the ALD to give optimum opportunities for listening in the classroom.  Cued Speech is used to enhance access to English and to support development of Literacy.  BSL training is offered to staff and is taught to hearing peers alongside hearing impaired children.

We work closely with outside agencies e.g. speech and language therapist, audiological technician, cochlear implant teams and any other relevant professionals.

The children also attend the Hearing Support Centre for one-to-one and small group sessions with specialist staff.

As a centre attached to a mainstream school our aim is to give our children the best opportunity and support to enable them to be confident learners, achieving success alongside their friends.

Our recent inspection highlighted that "Pupils with hearing impairment make good progress. They are happy and settled in school." (Ofsted, September 2017)

Visits to the Hearing Support Centre at St. Margaret’s Academy are encouraged and welcomed.

For further information please contact the school office

Telephone: 01803 313641

Headteacher: Mr Tim Hughes
Nursery: Yes (Neighbourhood)
DfEE No: 2456
Number on Roll: 416
Type of School: Academy

Who to contact

Contact Name
Mr Tim Hughes
Contact Position
01803 327090
Fax: 01803 322168

Where to go

St Margaret's Academy
Barewell Road

Other Details


Age Ranges
From 4 years to 11 years
Age Ranges
From 3 years to 11 years
Other notes

Enhanced provision for hearing impaired pupils

Local Offer

Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

St Margarets Academy

St Margaret’s Academy believes the first approach to meeting a child’s SEND is ‘quality first teaching’.  This means that all teaching and support staff believe in an inclusive environment whereby work is differentiated in order that each child has access to the curriculum.  However, we can make provision for every kind of frequently occurring special educational need such as dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and social, emotional and mental health needs.  There are other kinds of special educational needs which occur less frequently, but we can access training and advice so these needs can be met.

Members of the teaching and support staff have the following specialist training and qualifications to support children with SEN:

  • Therapeutic play
  • Nurture
  • Talk Boost
  • Speech and language training
  • Team Teach
  • BSL
  • Teacher of the Deaf qualification
  • Attachment awareness
  • Autism awareness

Additional facilities and support at St Margaret’s Academy include:

  • Enhanced provision for hearing impaired children
  • Support from audiology
  • Assessment and support from the hearing impaired speech and language service
  • Advice, assessment and support from Torbay educational psychology service
  • Assessment and support from speech and language therapy service
  • Support from CAMHS including Deaf CAMHS
  • Support from the school nurse
  • Support from a family support worker
  • Outreach support from services such as Barton Speech and Language unit; Chestnut Alternative Provision and Mayfield Special School

The SENCO has day-to-day responsibility for the operation of SEN policy and coordination of specific provision made to support individual pupils with SEN, including those who have EHC plans.  The SEN governor provides a link between the SENCO and the governing body.

Enhanced provision for hearing impaired children

The children receive individual teaching time from an experienced, qualified teacher for hearing impaired pupils. This teacher has the recognised mandatory qualification for teaching pupils with hearing impairment as well as British Sign Language skills at Level 3 and Cued Speech at Level 1.

The teacher for hearing impaired pupils will identify, in consultation with pupils, parents and teaching staff within the school, suitable times to withdraw pupils from mainstream lessons to provide this additional individual teaching time.

This time is used to provide pre-teaching of vocabulary and concepts, post tutoring, conversation to develop receptive and expressive language, and deaf identity.

The teacher for hearing impaired pupils, in consultation with specialist teaching assistants and deaf inclusion workers, working with individual hearing impaired pupils in the classroom and mainstream teachers,
will monitor pupils’ learning to identify where they might need some extra help.

We provide and maintain assistive listening device (ALD) systems for pupils where appropriate.

We provide information to staff in school on strategies to help hearing impaired learners in the classroom and we provide deaf awareness training to all staff.

We provide trained specialist teaching assistants (STAs) within class to ensure that hearing impaired pupils understand and are able to follow lessons. Two STAs are qualified to BSL Level 2 and the Deaf Inclusion Workers are qualified at BSL Level 3.

BSL is taught to hearing peers alongside hearing impaired BSL users and BSL training is offered to staff.
We consult and work with audiology professionals, cochlear implant team professionals, specialist speech and language therapist, specialist CAHMS, Health and social care sensory team and educational psychologists, as appropriate.

We like to work closely with the parents to help the children achieve good outcomes.

What criteria must be satisfied before children and young people can access this provision/service?

At St Margaret’s Academy we follow the guidance as laid out in the Equalities Act 2010.  All children are welcome regardless of any special educational needs.  We discuss with parents how we will meet a child’s special educational needs, working in partnership with other agencies.  If there is a waiting list, we follow procedures as outlined in our admissions policy.  Please see our admissions policy for further information.

Enhanced provision for hearing impaired children

A child with a diagnosed severe or profound sensori neural hearing loss or a moderate hearing loss with a diagnosed additional learning disability may be offered a place here.

Admissions to the enhanced resource provision are controlled by Torbay Local Authority Special Educational department who liaise with Torbay Advisory Teachers for hearing impaired pupils.

Pupils from outside of Torbay who meet the admissions criteria may be offered places if the provision is not full.

How do we identify the particular special educational needs of a child or young person?

At St Margaret’s Academy we monitor the progress of all pupils at least termly to review their academic progress. We also use a range of assessments with all the pupils at various points eg Y1 phonics screening, spelling assessments, reading age etc. Where progress is not sufficient, even if special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support are extra reading, small group support, in class TA support catch up sessions in the afternoon etc. We follow the graduated approach to assessment as outlined in the SEN code of practice – assess / plan / do / review. 

Some pupils may still fail to make adequate progress, despite high-quality teaching targeted at their areas of weakness.  For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty.  At St Margaret’s we are experienced in using the following assessment tools:

  • British Picture Vocabulary Scale (cognitive ability)
  • Dyslexia Portfolio (literacy difficulties)
  • Vernon Spelling Assessment
  • York test of Reading comprehension and Salford Sentence Reading Assessment (reading difficulties – comprehension and /or decoding difficulties)
  • PHAB – Phonological awareness assessment battery
  • Sandwell Maths assessment (Numeracy difficulties)

We also have access to external advisors who carry out assessments for children experiencing difficulties.

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress.  These will be reviewed regularly, and refined / revised if necessary.  At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available. 

If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need.  If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. Parents will be notified of any change in identification of SEN.

Enhanced provision for hearing impaired children

The special educational needs of a child are identified through discussion with parents, child (where appropriate), teachers and support staff, audiologists, speech and language therapists and through audiological and language assessments.

How do we consult with parents and/or children and young people about their needs?

Parents and children are warmly invited to look around St Margaret’s when transferring from another setting. 

Information about the child’s needs is gathered from the previous setting and through discussion with parents. If the child is already supported by other professionals a transition meeting involving other professionals, relevant St Margaret’s staff and parents is arranged to ensure continuity of care.  

Information is shared with parents in many ways e.g. when staff and parents meet at the regular parent teacher meetings, through informal interactions at drop off or pick up and sometimes through a home/school link book if appropriate.  Parents also receive regular written reports.  Parents are encouraged to contact their child’s teacher or the SENCO if they have any concerns about their child’s special educational needs.  If their child is to be referred to an external agency parents are consulted and are involved in this process.  In addition, parents of pupils with a statement or EHCP are invited to contribute to the annual review  which will, wherever possible, also include other agencies involved with the pupil.

Enhanced provision for hearing impaired children

We consult in various ways: parent evenings, reports, annual reviews.  We discuss/share individual targets with the children and parents each term, and communication is through email and telephone calls.

Questionnaires about the support of the enhanced resource provision are sent out to parents and pupils annually.

What is our approach to teaching children and young people with special educational needs?

As a mainstream school St Margaret’s Academy strongly believes in inclusion meaning pupils with special educational needs are taught alongside their peers.  Through quality first teaching, staff differentiate  and personalise the curriculum to meet the needs of the pupils in their class e.g. by adapting resources, varying the pace of teaching, breaking the lesson into achievable steps, using adult support and ICT.  Some pupils may need a personalised approach such as a visual cues, individual work stations, personalised reward system and the school employs additional teaching approaches for some pupils such as precision teaching, use of ICT as advised by external professionals.                                                                

At St Margaret’s the quality of the teaching was judged good in our last inspection (September 2017).

Enhanced provision for hearing impaired children

All pupils are fully included in the school. They receive support from specialist teaching assistants, deaf inclusion workers or the teacher of the deaf in class for various subjects, according to need. Whilst we provide this support, we also encourage them to work independently once we are sure
they understand the task, and if they are able to communicate with those around them.

They receive 1:1 or small group sessions with a qualified teacher for hearing impaired pupils or a specialist teaching assistant or deaf inclusion worker under the direction of the teacher of the deaf.

Our focus, in addition to supporting pupil’s academic learning, is in preparing and equipping the young people with the skills they need to take part as
active members of society. This includes developing their language and communication skills so that they are competent communicators who accept and embrace their identity and have the skills required to make their hearing needs known. In addition extra work is undertaken in the area of developing personal social and emotional skills to ensure that pupils are able to keep themselves safe in all aspects of their life and relationships. We
encourage children to develop their independence and confidence. They are also encouraged to take responsibility for their learning and their audiological equipment.  The children are invited to take part in events with other hearing impaired children in the Torbay area.

How can we adapt our curriculum for children and young people with special educational needs?

All children including those with additional needs are entitled to a broad and balanced curriculum and have access to the full range of National Curriculum subjects, extra-curricular clubs, out of school experiences and residential trips.  We adapt activities if necessary in order that children with special educational needs have access to all experiences.

To support children with disabilities we have two stair lifts installed in the school and two disabled toilets. As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, we have recently made the following improvements as part of the school’s accessibility planning:

  • Monitored and serviced the school soundfield system
  • Created accessible information for parents on our website
  • Improved site accessibility for wheelchair users
  • Improved pavement access to the school
  • Improved markings for visually impaired children and visitors
  • Training for staff in attachment aware practices
  • Accessibility to the disabled toilet
  • Hoist and changing facilities installed

This year we have identified that the following accessibility aspects of the school need to be improved:

  • We are in the process of developing a dedicated speech and language space

Enhanced provision for hearing impaired children

All pupils take part in a full range of subjects. The curriculum is differentiated to meet the needs of hearing impaired learners taking into account communication mode and language levels, using advice provided by the school’s teacher for hearing impaired pupils.

We help pupils to understand their hearing loss and manage their hearing equipment and to be confident with their deaf identity.

We run a signing club for all children in school, so that other children have the skills to communicate with BSL users.

How will we ensure we get the services, provision and equipment that children and young people need?

The Senior Leadership Team (SLT) and SENCO work collaboratively with parents, class teachers and support staff to monitor provision.  We also have the support of professionals throughout Torbay for expert guidance and specialist equipment.  Where external advisors recommend the use of equipment or facilities that the school does not have, we will purchase it using notional SEN funding or seek it by loan. There may be rare occasions when we do not have the resources and facilities to meet the specific needs of an individual child.   Where this occurs, we may suggest an alternative setting.

Enhanced provision for hearing impaired children

We work closely with audiologists and cochlear implant teams to ensure that equipment is meeting pupils’ needs.

We make referrals to the specialist speech and language therapist where appropriate and work together on speech and language therapy programmes.

We signpost pupils and parents to the National Deaf Children’s Society, both locally and nationally.

We signpost pupils and parents to sign language courses where required and teach staff BSL.

We signpost to Health and Social care services.

We make referrals to Child And Mental Health Services (CAMHS) and specialist CAHMS where appropriate.

How is this provision funded?

Provision for meeting the needs of pupils with special educational needs is funded by the school’s notional SEN budget, pupil premium funding and the high needs block.

The notional SEN budget is monitored by the Headteacher, Governors and SENCO with resources being allocated according to need.

Enhanced provision for hearing impaired children

Torbay Local Authority fund the school directly for 8 places within the enhanced resource provision.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As part of our school budget we receive ‘notional SEN funding’.  This funding is used to ensure the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching approaches for pupils requiring SEN support.  In a small number of cases a high level of resource is required.  The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs and above that amount the local authority provides top up to the school in line with the child’s Statement or Education, Health and Care plan.

Enhanced provision for hearing impaired children

We ensure ALDs are working optimally through regular checks through a hearing aid analyser.

We help pupils to become independent in the management of their audiological equipment.

We help pupils to understand their hearing loss and explain their hearing and communication needs to others.

We provide training to staff on the use of equipment and classroom adaptations and liaise with teachers regarding the curriculum and how to help pupils access it.

If additional support is needed we consult with pupils and their parents and make referrals to specialist speech and language therapy services/child and mental health services/ health and social care as appropriate. We also work closely with the Special Needs Co-ordinator in school.

We signpost pupils and their families to the National Deaf Children’s Society both locally and nationally.

How do we support and improve the emotional and social development of children and young people with special educational needs?

The emotional and social development of all children is supported directly through the school’s PSHE (Personal, Social, Health and Emotional) curriculum and indirectly through conversation with adults throughout the day.  In addition, we have a number of staff trained in THRIVE – a programme which identifies emotional development needs in children.  If an emotional need is highlighted then differentiated support will be put in place.  We also have staff trained in Nurture and therapeutic play and in addition all staff have received training on attachment awareness.

The school ethos at St Margaret’s is that every child should feel that they belong and that they are valued for their unique qualities.  We have a positive approach to behaviour management and work in close partnership with parents and carers.

Enhanced provision for hearing impaired children

In class the children access the PSHE curriculum. We help the children to understand their hearing loss and manage their audiological equipment, to develop a sense of independence and confidence in themselves. We encourage them to talk about worries or concerns in school and the school has good strategies in place to support children with feelings and relationships. We refer to NDCS literature to support our work. Regular deaf awareness training reminds staff about communication and working with hearing impaired pupils. 

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

For children entering Foundation Stage transition begins in July before September entry. Parents are invited to an information meeting and also parents and carers are encouraged to attend our ‘transition morning’ with their child.  Foundation staff undertake home visits and the children build up to full school during the first few weeks of term.

Transition arrangements for existing pupils begin in the summer term so that pupils can become familiar with their new class and new teacher and any changes in routines.  Transition work may be completed on a 1:1 basis or small group basis for children with additional needs.  This may take the form of extra visits to their new classroom and a TA may take photographs of their new class / teacher which the child can look at over the summer.

Pupils with additional needs leaving St Margaret’s in Year 6 have extra opportunities to visit their secondary school and the SENCO at St Margaret’s meets with the secondary school SENCOs to discuss needs and promote consistency.

For pupils with complex needs, meetings with all professionals involved in supporting the child are arranged and personalised transition arrangements take place.

Enhanced provision for hearing impaired children

We provide additional sessions for transition on moving up to secondary school, in addition to regular transition days organised for all pupils. Extra individual visits are organised for hearing impaired pupils joining the provision. The specialist teacher also makes visits to the pupils at their nursery school and liaises closely with the teachers for hearing impaired pupils who have previously worked with these pupils.

We provide training and information about a pupil’s needs to staff and in particular to new staff.

We discuss the future with the children and encourage independence, to prepare them for the future.

What other support is available for children and young people with special educational needs and how can they access it?

School staff and the SENCO can signpost parents and carers to others services available and we support and encourage parents to engage with these services.  In addition, the Torbay Family Information service directory is a good online source for ideas on available support and services (

SENDIASS Torbay provides free and impartial advice, support and advice for parents and carers of children with SEND.  They can be contacted on: 01803 212638


Enhanced provision for hearing impaired children

We signpost to the Sensory Team, NDCS local deaf children’s society.

We make referrals to specialist speech and language therapists in discussion with pupils and parents as appropriate and make referrals to Deaf CAMHS if required.

What extra-curricular activities are available for children and young people with special educational needs?

All pupils at St Margaret’s Academy are welcome to attend extra-curricular clubs, residential visits, peripatetic music lessons, school visits and out of school experiences, including breakfast club and after school club depending on availability.

A full list of clubs available each term can be found in the school newsletter and on the school website

Enhanced provision for hearing impaired children

A wide range of lunchtime and after school clubs are offered to all pupils at St. Margaret’s Academy which hearing impaired pupils are free to access. We would attempt to provide support staff to enable access to these clubs if required.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Termly pupil progress meetings are held whereby teaching staff and SLT monitor pupil progress and review the impact of interventions.  The effectiveness of intervention groups for pupils with additional needs is reviewed by the senior staff on a termly basis.

Progress is shared with parents through written reports, verbally at parents’ evenings, and informally through the reading diary, EYFS learning journey and sometimes through a home school link book.  In addition, the SENCO is available to discuss concerns at the parent teacher meetings or an appointment can be made at other times through the school office.

For pupils with a Statement or EHC plan, long term aims and specific objectives are broken down into short-term targets which are reviewed at the end of each term.  The Statement / EHCP is reviewed each year at the annual review.

Enhanced provision for hearing impaired children

We use individual education plans with pupils and parents which address the needs of individual hearing impaired pupils and outline what provision will be put in place for individual pupils. These plans are reviewed on a termly basis or more frequently if required due to changes in need. Termly meetings are held with pupils to discuss progress and plan next steps.

We liaise with audiologists to ensure appropriate amplification is being provided for pupils.

An annual review report is written by the teacher for hearing impaired pupils outlining work covered and its outcomes.

We carry out a range of assessments to monitor progress, listening skills and language development.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

In terms of monitoring special needs provision, classroom observations take place regularly and the school undertakes a self-evaluation on an annual basis.  Pupil conferencing and parent questionnaires allow us to gather feedback from parents and pupils about the provision for pupils with additional needs.  The collated feedback and evaluations are shared with Governors in the Head teacher’s report and the SEND report to Governors.

Enhanced provision for hearing impaired children

Annual questionnaires are sent to pupils and parents.

The teacher for hearing impaired pupils attends relevant training courses provided nationally wherever possible to keep skills up to date.

BSL skills and Cued Speech skills are maintained and updated in order to enhance progress with pupils.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

All teachers and support staff take part in a programme of continuing professional development and have received training in the following areas:

  • Emotional difficulties including attachment disorder
  • Speech, Language and communication needs
  • Dyslexia
  • Hearing impairment
  • ADHD and autistic spectrum condition

In addition some staff have gained the following specialist training and qualifications:

  • BSL level 3
  • Teacher of the Deaf / educational audiologist
  • Cued speech level 1
  • Masters in Education (Equality and Diversity)
  • Attachment Lead Status
  • National Award for SEN Coordination
  • Therapeutic play skills
  • Nurture teaching award

We regularly review our training needs and address gaps through ongoing professional development.

Enhanced provision for hearing impaired children

We provide training to staff on:

  • use, maintenance and management of audiological equipment
  • classroom strategies
  • BSL skills(where appropriate)
  • communication and language development
  • deaf awareness
  • Cued Speech

Specialist staff attend appropriate training sessions offered nationally.
We work with an audiological technician from the Ewing Foundation each term to keep our audiological skills up to date, to ensure that children and young people’s audiological equipment is functioning correctly and meeting their needs and to be aware of new equipment coming on to the market.

The specialist teacher is a member of both the British Association of Teachers of the Deaf (BATOD) and the National Sensory Impairment Partnership (NATSIP) to help keep up to date with research and developments in the education of hearing impaired pupils.

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Parents are kept informed about their child’s progress through informal verbal exchanges with the teacher / SENCO before or after school; through regular parent teacher meetings; via home-school link books or reading diaries.  As part of normal teaching arrangements pupils might access additional teaching to help them catch up if progress monitoring indicates this is necessary.  This does not mean a pupil has a special educational need.  All such provision is recorded, tracked and monitored on a provision map and discussed with parents at parent teacher meetings.

If parents have a concern they should request an appointment with either their child’ class teacher, the SENCO or Head teacher in order to discuss these concerns at the earliest opportunity.  

Enhanced provision for hearing impaired children

Most pupils within the provision have a statement or EHCP.

If a pupil does not have an EHCP, parents are invited to attend an annual review of provision and progress in addition to all the information provided as standard for all pupils within St. Margaret’s Academy.

How can parents, children and young people make a complaint about our provision?

At St Margaret’s we would always seeks to resolve an issue before it gets to the stage of a formal complaint.  We encourage parents and carers to discuss any concerns they have.  If parents wish to make a formal complaint, information about procedures for doing so can be found in the Complaints Policy on the school website or via the school office.

If the complaint is not resolved after being considered by the governing body, then a disagreement resolution service or mediation service may be contacted, depending on the nature of the complaint.  If it remains unresolved after this, then the complainant may be able to appeal to the First-tier Tribunal (Special Educational Needs and Disability) if the case refers to disability discrimination or to the Secretary of State for other cases.

There are circumstances, usually for children who have a statement of SEN or EHCP where there is a statutory right for parents to appeal against a decision of the Local Authority.  Complaints which fall within this category cannot be investigated by the school.

Enhanced provision for hearing impaired children

We would hope that parents would feel able to telephone or e-mail the teacher for hearing impaired pupils at St. Margaret’s Academy or the school SENCO, in the first instance to try and resolve any problems. If this is not possible parents can follow the St. Margaret’s Academy formal complaints procedure.

How can parents, children and young people get more information about the setting?

Visits to the Hearing Support Centre at St. Margaret’s Academy are encouraged and welcomed.

For further information please contact the school office 

Telephone: 01803 313641

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The school has a designated safeguarding lead (DSL) who is the point of contact for social care, the Targeted Help team and other support services such as Young Carers.  Sometimes they contact us following a concern raised by the parent or another person, sometimes we contact them for support and advice if a family is experiencing difficulties.

The DSL attends all meetings with social care (core groups, child in need meetings and child protection conferences / reviews) and organises TAF meetings (Team around the Family) with other agencies if appropriate.  The SENCO liaises with medical professionals via telephone, letter or face to face meeting to support children with medical and mental health needs.  

The governing body have engaged with the following bodies:

  • A service level agreement with the educational psychology service for 12 days a year
  • A service level agreement with Speech and Language therapy service
  • A service level agreement with South West Family Values (family support worker and attendance officer)
  • Membership of professional networks for SEN and the Torbay Teaching School Alliance

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

We have a designated teacher for children who are looked after (CLA).  The designated teacher attends all review meetings, works with the carers and social worker on the PEP (personal education plan), liaises with Torbay Virtual School for additional support for CLA pupils and attends training provided for designated teachers.  She also attends the termly CLA cluster meeting.

Support is given for CLA during the transition from Y6 to Y7 via the ‘Get Gritty’ programme facilitated by Torbay Virtual School.