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Paignton Academy

Secondary Academy. The college run a sports activities programme throughout all school holidays for pupils of any school to attend, for more information contact Claire Blagdon on 01803 403739.

Borough Road, Paignton, TQ4 7DH. Telephone: 01803 403003. Email:

Paignton Academy is part of the Bay Education Trust

Principal Derwyn Williams 
DfEE No: 4119
Number on Roll: 1513
Type of School: Academy

Who to contact

Contact Name
Brian Chapman
Contact Position
Head of Learning Support
01803 403005
Alternative telephone: 01803 403003
Fax: 01803 403006
Parent Organisation
Bay Education Trust

Where to go

Paignton Academy

Other Details


Age Ranges
From 11 years to 16 years
Referral required

Inclusion Information

Wheelchair Access

Has Provision
Both sites are fully accessible with ramps and lifts where needed

Special Needs

Has Provision
Experience with
Emotional needs
Global Developmental Delay
Hearing Difficulties
Cerebral Palsy
Severe dietary needs
Social development impairment
Challenging Behaviour
Downs syndrome
Visual impairment
Motor impairment
Physical impairment
ADHD Attention Deficit Hyperactivity Disorder
Renal failure
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Language impairment
Learning difficulties
Loss or Bereavement
Medical Needs

Dietary Needs

Has Provision

Cultural Provisions

Has Provision

Local Offer


Paignton Academy is committed to offering an inclusive curriculum to ensure the best possible progress for all our students, whatever their needs or abilities.  The Learning Support department has a philosophy that anything is possible.  We aim to inspire our students to learn and achieve in education and promote quality-first teaching within all classrooms to enable all students to have access to an excellent education.


In conjunction with the aims of the SEND Code of Practice, we believe that every teacher at the Academy is a teacher of SEND, we promote a “whole school approach” to the management and provision of support for students with special educational needs and/or disabilities.


We actively encourage parents to discuss SEND provisions with the Learning Support team prior to students joining the Academy.

Contact Name
Brian Chapman
Contact Telephone
01803 403003
Contact Email
Local Offer Age Bands
Secondary (11-16 years)
Sixth form / other post 16 provider (16 - 19 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?

A wide range of provisions are available for any student who has Special Educational Needs and Disabilities (SEND).

Where there is evidence that the student has learning, physical or emotional difficulties we will support the student under the SEN Support category as described by the SEND Code of Practice 2015. Students with an Education, Health and Care plan (EHCP) will be supported to meet the specific objectives detailed within their individual plan.

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

Paignton Academy is an inclusive school and all students on role will have access to all on site provisions. The Academy SEND Policy adheres to the Equalities Act 2010, the Children and Families Act 2014 and the guidance contained in the SEND Code of Practice 2015. We welcome all students regardless of any special educational needs or disabilities. Prior to admission, the academy will seek to discuss with parents/guardians the individual needs of their child, and agreements made to ensure the student has access to the appropriate provisions available in the academy. During the transfer from year 6 to year 7, information is gathered from the feeder primary schools and following admission, reviews are arranged with the parents of new year 7 students in the autumn term.

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

During the summer term of year 6, information will be gathered from feeder primary schools. We will also seek the views of parents/guardians to identify particular special educational needs and disabilities.

Learning Assessments – during the autumn term, learning assessments will be carried out for all new students, these will take the form of reading, spelling and maths assessments; also, for identified students, specialist assessment of specific difficulties. These assessments will be used to inform Review Meetings with parents and students during the autumn term. 

Current/on-going difficulties – all students are continually assessed and observed for their progress by staff within the Academy. Where a concern is identified by staff or parents we will seek to discuss how best to support the student concerned.

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

SEN Review Meetings are held, with parents invited to attend to discuss SEND provision and progress and to plan for future support. Prior to admission, the academy welcomes families to visit both during and after the school day. The academy holds a transition evening for parents and students as well as two transition/induction days. Students complete surveys to give feedback on their personal views of the support provided.

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

The academy has developed policies to ensure equal opportunities and inclusion for all students. The academy seeks to treat all students equally, including those identified with special educational needs and disabilities, ensuring appropriate resources are available to meet these needs. Students with SEND have full access to the academy curriculum. Teachers are encouraged to use the SEND Code of Practice graduated approach to support any learning difficulties identified. This ensures once need is identified, actions are taken to overcome that need.

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

The curriculum will be differentiated as required to meet the needs of individual students. Teaching styles and flexible groups will reflect this approach. Schemes of work for students, within classes and year groups, will reflect whole academy approaches to teaching and learning and will take SEND into account. Curriculum tasks and activities will be matched to students’ differing paces and styles of learning, interests, capabilities and previous experiences. These may be broken down into a series of small, achievable steps, for students who have marked learning difficulties. Teaching approaches for students with specific learning difficulties will capitalise on oral strengths, specialist equipment and support.

All students have access to a full curriculum including the core subjects of Maths, English and Science. At Key Stage 3 subjects include a range of subjects such as: History, Geography, Art, Music, Drama, Design Technology, Ethics, PE and ICT. Choices of “option” subjects are made for Year 9 and Key Stage 4. These allow students the choice of which subjects to study depending on their chosen career path and can include a very wide range of studies not available in earlier years.

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

The academy provides a wide range of services in-house to help individual needs including access to specialist equipment and staff trained in specialist areas of support. Where we feel we cannot provide a service in-house, the academy works closely with Torbay Local Authority to ensure that we have access to professionals that can help meet individual needs. We maintain close links with advisors for hearing impaired and visually impaired needs.

The academy maintains close links with Torbay Children’s Services, CAMHS, Specialist Schools and alternative educational providers to ensure that students have full access to the support they need to complete their education. The use of outside specialists and guidance helps the academy to meet the needs of all students where it is reasonable to do so. Where there is evidence of significant learning or emotional difficulties, the academy will seek to obtain support to meet the student’s needs.

How is this provision funded?

The academy is funded to provide support for all students to ensure good progress is made. If additional support is needed above and beyond that normally expected by a Secondary School, the academy can apply for addition funding for individual students who have an Education, Health and Care Plan.

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

The academy offers a wide range of additional learning support at all key stages. Listed below are some of the provisions available at each stage. Each provision has its own specific entry and exit criteria which can be viewed on the academy website or can be discussed with the SENCO/Head of Learning Support.

At KS3: 

  • Small Group Support for Year 7/8 (smaller, highly supported classes) 
  • Learning Assessments, learning difficulties screening. 
  • Learning Mentors 
  • Teaching Assistants 
  • Lexonic reading recovery 
  • Social, Emotional Aspects of Learning (SEAL) interventions 
  • Student Support services 
  • Access to an educational psychologist 
  • Learning Support room – supporting pupils with specific needs 
  • Small class size English and Maths groups to support lower ability

At KS4: 

  • Learning Assessments, learning difficulties screening. 
  • Maths Progress Support 
  • Learning Mentors 
  • Access arrangements 
  • Student Support services 
  • Access to an educational psychologist 
  • Learning Support room – supporting pupils with specific needs 
  • Small class size English and Maths groups to support lower ability

The academy is introducing new posts within the Learning Support department this academic year, these posts will allow for the introduction of targeted interventions in relation to reading, maths and Dyslexia.

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

  • Social, Emotional Aspects of Learning (SEAL) – individual and small group 
  • Pastoral Support Managers 
  • Mentors/Teaching Assistants 
  • Reward system/behaviour management 
  • Access to onsite Educational Psychology Service/CAMHS 
  • Access to onsite Family Support Worker 
  • Student Support Centre 
  • Emotional Literacy support through ELSA TAs

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

Multi agencies, comprehensive transition programmes, are in place between all key stages, incorporating the transfer of specific student information. Records of SEND students involved are transferred within a transition information sharing programme linking SENCO/Head of Learning Support, Head of House, Pastoral Manager, Designated Safeguarding Lead and Looked After Children Co-ordinator. Transition to independent living and preparing for adulthood is discussed at Review meetings from Year 9 onwards. Parents are involved at all stages of transition including individual Review Meetings, Parent Information evenings and pre-visits for primary age students.

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

The academy actively encourages parents/guardians and students to engage with other support services by promoting events and passing on information and also recommending the use of the Torbay Council services. The academy has an on-site Family Support Worker available to work with families and offer advice, guidance and access to other agencies. We work closely with SENDIASS in Torbay to help students and parents obtain independent advice over SEND matters

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

The academy provides an extensive range of extra-curricular activities which are accessible by all students including those with SEND. These are available both during the school day and immediately after school and are usually age related; details can be found on the academy website or by contact with the Head of House. There are a wide range of sports available, but also an extensive range of performing arts and other activities.

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

Students and parents receive termly academic reports in line with academy policy. Staff can discuss progress at Parents’ Evenings or by contacting the academy directly. SEN Review meetings are held to assess and review any SEND provisions, agree future targets and desired outcomes with a SEN Specialist.

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

The academy constantly monitors progress to ensure students are making the required levels of progress in relation to their peer group and are engaging with their learning, staff and other students. The academy also monitors attendance and behaviour to ensure students participate in everyday school life. Parents can request a SEND Review meeting to discuss their child’s progress and effectiveness of SEND provisions with a SEND Specialist. The academy has SEND BET Governors who help assess the overall effectiveness of extra learning support provisions, to ensure they are fit for purpose. Staff receive regular training and are kept up to date with changes and developments relating to SEND, the school maintains membership of national organisations which promote good practice within the SEND area.

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

SEND in-service training needs of all staff, as well as those of the Learning Support Faculty, will be identified by the SENCO/Head of Learning Support and referred to the Senior Leadership team Continuing Professional Development Co-ordinator. They will then be incorporated into the Staff Development Plan. Changes in SEND legislation and the code of practice will be passed on to all academy staff. The academy makes use of outside agencies and experts to deliver training on specific areas of need as required, meeting individual student needs. Learning Support staff are encouraged to complete national recognised qualifications in SEND and their training is reviewed on a regular basis.

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?

The academy will actively seek the involvement of parents in the education of SEND students. It is recognised that it is particularly important with SEND students that the support and encouragement of parents is often a crucial factor in achieving success. Parents will be invited to attend SEND Review meetings to discuss their child’s progress and effectiveness of SEND provisions with a SEND Specialist.

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

Parental complaints are referred to the Head of Learning Support who will investigate. If necessary, the complaint will be referred to the Senior Management Team who will implement the academy Complaints Policy. Internal complaints are referred through the Head of Learning Support who investigates and reports back to the Head of Centre, who will then implement the complaint procedure as necessary.

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

SEND provisions available at Paignton Academy can be found on the academy website, in the Special Educational Needs section. Parents can also access academy policies and other key information via the website or by contacting the academy directly.

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 academy has its own Family Support Worker to help with the many needs of parents and families of students attending the academy. We also have close links with the many support services in Torbay, including Social Services, Children’s Services, health services and disability services. We work closely with SENDIASS and other parental groups to support students with SEND. What arrangements are in place for supporting children who are looked after by the local authority and have SEN? The academy has a Looked After Children co-ordinator and a designated teacher for Looked After Children who oversee the support and provisions aimed specifically at looked after children. The co-ordinator attends all PEP reviews and liaises with the local authority, the virtual school and other interested parties in developing the support in place for looked after children in the Academy.