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South Devon High School

Pupils entering Year 10 can join South Devon High School to study their GCSEs in core subject areas, including English, Maths and Science, with a choice of specialist technical qualifications.

Class sizes are typically 15 or less, and pupils will receive personalised support. Pupils will have a Personal Tutor who will work with them to help them achieve.

Thier application process is simple and is completed in 6 easy steps. For morei nformation please click the "How to apply" link below

How to apply

Who to contact

01803 540 332

Where to go

South Devon High School
Vantage Point
Long Road

Other Details

Local Offer


South Devon High School offers pupils entering Year 10 the chance to study their GCSEs in core subject areas including English, maths and Science, with a choice of specialist technical qualifications. Class sizes are typically 15 or less and pupils receive personalised support, including access to academic coaches who work with them to help them achieve their full potential. 

What provision is available that is additional and different from that routinely available in school, and how do we ensure that a SEND child / young person joins in the school/college activities with other children/young people as far as is practical and compatible?

  • All pupils provided equal opportunities to engage in all School activities.
  • We are an inclusive School and SEND pupils have access to the same opportunities as all learners.
  • Provision of permanently smaller class sizes in every subject to support learners
  • One to one support in class by a learning support assistant or academic coach
  • Additional support outside the classroom, particularly by an academic coach
  • Regular one to one reviews with an academic coach
  • Offering changes to individual pupils’ curriculum (alternative timetables)
  • Additional support for maths and English in bespoke taught lessons.
  • Provision of special equipment or teaching materials
  • Providing access to and the use of additional information technology
  • After School supported study sessions run by qualified teachers
  • Opportunity to work in a quiet area or have quiet time
  • Access to the bespoke “lodge” centre to support ASC pupils
  • Support for pastoral/SEMH issues using the College Positive Intervention team
  • Access to College nurse to support medical issues
  • Support for engagement with external agency support eg CAMHS, MTS
  • Disabled access/support for disabled pupils
  • Clear behaviour management (Ready to Learn) system and rewards system.

How is inclusive teaching and support embedded throughout the school?

  • We offer Small Class sizes of typically 15 or less
  • Substantial additional support including one to one support is provided through Academic Coaches & Learning Support Assistants
  • Inclusive techniques embedded into our teaching eg AWCE inclusive questioning techniques
  • Individual support plans for pupils meeting identified needs.
  • Rigorous Quality assurance
  • Highly personalised approach to Pupil support throughout the School


How do we ensure that all teachers are responsible for children and young people with SEND and are highly trained ? 

  • There is a rigorous CPD programme including Autism training, Epilepsy awareness and other specialist SEND training
  • Academic Coaches are highly experienced and qualified – eg qualified teachers, counsellors, history of youth work.
  • There is excellent communication between SENDCo, teachers parents and pupils.
  • SEND support is fully embedded into School culture, & part of the School ethos

How do governors/ trustees have an oversight of SEND? 

  • There is a nominated link Governor for the High School
  • Governors complete School monitoring visits including gathering pupil and parent views
  • SEND performance is reported to Governors for scrutiny and monitoring


How has the school SEND provision been informed by local needs (e.g. high numbers requiring SEMH support)?

  • The School was set up in response to demand from parents – supporting pupils where the reported support in a pupil’s previous School has not met son/daughter’s needs
  • One to ones and application/enrolment process picks up support needs, these are followed up with meetings and assessments with SENDCo. Support plans are produced and implemented as a result.
  • In year teaching team highlight any additional SEND needs ( for example through initial assessment in each subject, plus observing pupils in lessons) and the Coaching team work with Deputy Head, pupil and parents to produce a support plan. 


What strategies are in place to gather the pupils’ views about their difficulties and the support approaches in place and needed?

  • Information, advice and guidance meetings take place between the Deputy Head of School, pupil and parents on application to the School to identify support needs.  
  • Engagement with our SENDCo starts pre-enrolment
  • Use of Cognitive Ability test (CAT test) to identify potential issues including literacy or numeracy
  • Regular One to one support meetings
  • Regular pupil surveys
  • Parents evenings (pupil review evenings)
  • Strong relationships between pupils, parents and our academic coaches / SENDCo ensure support plans are effective.


How does the school raise and discuss concerns with families and involve them in planning support approaches?

  • Pre enrolment meeting with SENDCo and applicant once SEND need is identified on application.
  • One to one meeting with Head/Deputy discussion around support needs
  • Ongoing meetings as required eg parent evening or follow up if plans are not working
  • Parent evenings (we have >90% attendance to parents evenings)
  • Parents have full online access to pupils’ profile – progress, attendance, support, timetable, contact logs, support and positive intervention details.
  • Pro-active approach with coaches, Heads of Year and Deputy Head who are in regular contact with parents.

How does the school use a range of assessments in order to measure progress? 

  • Rigorous Initial Assessment at the start of Year 10
  • Ongoing, regular formative assessment in each subject which is recorded formally at termly points
  • Rigorous attendance tracking
  • Regular one to one updates with students with coaches


How do leaders ensure that clear plans are in place for support / intervention to achieve agreed outcomes, and monitor the progress of children / young people with SEND? 

  • We identify pupils’ support needs, agree and put a support plan in place in communication with pupils/parents, then measure the impact to ensure the pupil is supported to make the best possible progress and attend well.
  • Follow up meetings are arranged to identify if students fall behind their targets and support plans are reset.
  • The effectiveness of support is judged through Progress, Attendance and pupil/family feedback
  • Support plans are delivered and monitored by our coaches working one to one with SEND pupils.


How do leaders ensure that provisions specified in EHC plans are made?

  • There is consultation between pupil, parents and the School on EHCP plan before enrolment with us to ensure that the needs of the individual can be met effectively.
  • EHCP Reviews take place on a regular basis to ensure EHC plans are delivered and are effective


How effective is partnership work with external specialist services/expertise (e.g. health / social care) including with the local authority offer?

  • We work very closely and effectively with the local authority and all external agencies including the Medical tuition service, CAMHS, Young Carers, and the Hearing Impairment team. 


How do we ensure that transition to the school is effective? 

  • We offer extensive Information, advice and guidance about the support we can offer including one to one meetings, parent information events, open events, Taster Days and an extended Induction.
  • We work with former Schools to ensure support information for each pupil is fully  shared


How do we use funding for the provision for children / young people with SEND 

  • Funding for SEND in this setting comes directly from the Department for Education. This contributes to the cost of our Learning Support Assistants and Academic Coaches offering one to one support, the cost of additional and specialist learning resources, the SENDCo, our Positive Intervention Team & the College Nurse.
  • We also operate with smaller class sizes typically of 15 and less.