Education, Learning & Skills

If your child or young person has Special Educational Needs and/or Disabilities (SEND) that are currently being met at SEND Support level without the need for an Education, Health and Care plan (EHCP)

We recommend you to collect as much information as possible about your child or young person’s needs and the SEND Support level provision that is working well for your them. This is so you can share that information with your child or young person’s new school.

If either of the following is relevant to your child or young person:

• Educational, Health and Care (EHC) needs assessment started but no EHCP
• Educational, Health and Care plan (EHCP) already in place

Preferably with at least 15 days notice, you must let your current local authority, including their SEN team, know:

• your new address, and
• the date that you will be moving

This is because your current Local Authority must transfer the EHC needs assessment advice and the Educational, Health and Care plan (EHCP) to the new local authority. If you have not given notice, the 15 days starts from the day you inform them of the move.

Educational, Health and Care (EHC) needs assessment started but no Education, Health and Care plan (EHCP)

If your child or young person doesn’t have an EHCP but has a statutory assessment in progress, your current LA must transfer all the information / advice received to Torbay Special Educational Needs and Disability (SEND) Team.

Educational, Health and Care plan (EHCP) already in place

Your current LA must transfer the EHCP and any opinion they have reached under the Disabled Persons Act 1986, that the child or young person is disabled to Torbay Special Educational Needs and Disability (SEND) Team. 

If the process of an Educational, Health and Care (EHC) needs assessment was started for your child or young person, but no Education, Health and Care plan (EHCP) issued.

Your new local authority SEND team have to decide whether they need to carry out an EHC needs assessment themselves using the information provided by the previous authority. When making their decision, they will take account of the information the previous authority used when deciding to carry out an EHC needs assessment. If they agree to carry out an EHC needs assessment, they will also use information already gathered by the previous authority as part of the EHC needs assessment. They will keep you informed of their decisions and procedures.

If your child or young person has an Educational, Health and Care plan (EHCP) already in place.

Your new local authority SEND team will become responsible for maintaining the EHCP and for the special educational provisions specified. Your child or young person can continue to attend the school named in their EHCP if it is close enough to your new home address. But, where attendance would be impractical, for reasons such as it now being too far away, they must place your child or young person temporarily at an appropriate educational setting until the EHCP is formally amended.

Within 6 weeks of the date of transfer, your new local authority SEND team must inform you when they will be reviewing the plan or whether they propose to re assess. 

The new local authority may:

• Bring forward the arrangements for the review of the EHCP
• Or complete a new EHC needs assessment, regardless of when the previous assessment took place.

The new local authority must:

• Review the EHCP within 12 months of it being made
• Or review the EHCP within 3 months of it being transferred

If your child or young person has Special Educational Needs and/or Disabilities (SEND) that are currently being met at SEND Support level without the need for an Education, Health and Care plan (EHCP) 

• You need to apply for a school place.

If the process of an Educational, Health and Care (EHC) needs assessment was started for your child or young person but no EHCP issued.

• You need to apply for a school place
• And, you need to contact the Torbay Special Educational Needs and Disability (SEND) Team in relation to the EHC needs assessment

If your child or young person already has an Educational, Health and Care plan (EHCP) in place.

• You need to contact the Torbay Special Educational Needs and Disability (SEND) Team for them to arrange an appropriate school place

The Integrated Care Board (ICB) is the group that commissions all the health services for the area where you live.

A move may mean that your child or young person not only changes local authority, but also ICB. The old ICB must notify the new ICB on the day of the move or, where it has not become aware of the move at least 15 working days prior to that move, within 15 working days beginning on the day on which it did become aware.

Where it is not practicable for the new ICB to secure the health provision specified in the EHC plan, the new ICB must, within 15 working days of becoming aware of the change of ICB, request your new local authority SEND team to make an EHC needs assessment or review the EHC plan. The new local authority SEND team must comply with any request.

When you move from one local authority area to a different local authority area the support you receive from social care may change. This is because each local authority may apply different eligibility criteria.

If your child or young person had a short breaks plan in your old local authority

When you move to Torbay a referral will be made, with your consent, to the Torbay Multi-Agency Safeguarding Hub (MASH). Your child or young persons needs will then be considered against the eligibility criteria for the Torbay Children with Disabilities Team.

If your child or young person meets the Torbay Children with Disability criteria a referral will be made, with your consent, to the Torbay Children with Disabilities Team. The Torbay Children with Disability Team will then carry out a single assessment of need. This new assessment of needs will consider the Short Breaks plan previously in place for your child or young person.

If your child or young person does not meet the Torbay Children with Disability criteria a referral may be made, with your consent, to the social care Single Assessment Team. The social care Single Assessment Team will then make a decision on whether or not they carry out a single assessment of need. If the social care Single Assessment Team decide to carry out an assessment of needs, this will also consider the Short Breaks plan previously in place for your child or young person.

In either case, we will work with you to make sure adequate, appropriate and timely arrangements are made. This is so that we can make sure that appropriate provision is in place for your child or young person, in line with their identified needs. We will work with you to consider any Short Break provision which meets the needs of your child.

If your child is aged over 18 (a young person) there should be continuity of care in accordance with the Care Act 2014. For further information on adults moving to a different area please see the Department of Health and Social Care Factsheet 9: Continuity of care when moving between areas

The requirements for special educational needs in these countries are all slightly different from arrangements in England. Torbay will apply the same principles to ensure your child or young person’s Special Education Needs and/or Disabilities (SEND) continue to be met.  If your child or young person is moving with a Statement of SEN from Wales or Northern Ireland or with a Co-ordinated Support Plan from Scotland we will either:

• look to convert that to an Education, Health and Care plan (EHCP) at the next planned review
• Or complete a new EHC needs assessment, regardless of when the previous assessment took place

Service personnel/families may relocate more than the rest of the population sometimes, at short notice. These transitions should be well managed to avoid Service children or young people with Special Educational Needs and/or Disabilities (SEND) experiencing delays in having their needs assessed and met.

If you are a Service family moving into the area with a child or young person who has an Education, Health and Care plan (EHCP), a Co-ordinated Support Plan or a Statement of Special Educational Needs, you will need to contact your current or home local authority as set in Moving to or from Torbay with a child or young person with SEND and the Children’s Education Advisory Service (CEAS)

Visiting a school is the best way to determine whether that school is right for your child. It is an opportunity to get a sense of the school environment and get your questions answered. Below are some suggestions to help you get the most out of your visit.

Before arranging a visit

• Ask the school for their School prospectus and read it (you may also want to read the school’s latest OFSTED report www.ofsted.gov.uk/Ofsted-home/Inspection-reports)
• Look at the school’s SEN Information published as a linked document to the Torbay Local Offer
• Carefully think about and write a list of questions that you would like to ask the school.
• When you would like to visit?  (it is best to visit during school hours)
• Will you be taking your child?
• Do you want someone else to accompany you?
• Is the school easy to get to?  (think about transport arrangements)
• Would you like to talk to the SENCO?
• Do you want a guided tour?
• Will you be able to meet staff who would be involved with your child?
• Will you be able to talk to other parents who have children at the school?

Sample questions

• What is the general structure & timetable for the school day?
• How many children would be in your child’s class?
• How many members of staff would be in your child’s class?
• How do the school support children with Special Educational Needs?
• How do the school feel about providing 1:1 support?
• Do the school know anything about your child’s disability / learning needs?
• Have the school ever taught any other children with the same disability / learning needs?
• Are all areas of the school accessible to your child?  (i.e. are adaptations required)
• How will your child be supported outside lesson time?
• How do the school deal with difficult behaviour?
• How is bullying dealt with at the school?
• How does the school help children mix and make friends?
• What extra activities does the school provide at lunchtime and after school?
• What will you have to provide for your child?  (i.e. uniform; stationary; money for trips, events, extra activities, etc.)
• How does the school communicate with parents?
• When can parents talk to their child’s teacher?
• What arrangements are there for parents to get involved with the school?
• What opportunities are there to meet other parents? (i.e. P.T.A., organised events, etc.)

After the visit

Discuss your thoughts and feelings about the school with someone else:

• Did you feel welcomed at the school?
• Did the children seem happy, friendly and helpful?
• Do you think your child would be happy at that school?
• Did the school answer all your questions?
• Have you got any other questions that you would like to ask the school?
• Would the school be able to meet your child’s needs?

A child will reach compulsory school age on a prescribed day (31 December, 31 March or 31 August) on or after their 5th birthday. All children are entitled to a full time school place from the September following their 4th birthday. 

So, although your child does not legally have to start school until the term following her/his 5th birthday, most children start in Reception in the September of the school year in which they are 5. 

Summer born children

You may find it useful to read more about:

• Starting school reception year on a part-time basis
• Starting school later in the academic year (Deferred Entry)
• Starting school a year behind other children of the same age (Delayed Entry)

Parents who are considering delaying their summer born child’s admission to school should seek advice from the schools they might like their child to attend, and from any professionals involved in the care of their child, so that they are able to make an informed decision.

You can apply for a school place and then delay your child’s start until later in the reception year without jeopardising the offer of a place. Pupils born between 1 September and 31 December would be expected to take up their place no later than the start of the spring term. 

The deferred admission arrangements do not allow summer born children to keep a place until the Autumn Term in Year 1. Parents with summer born children who do not want their child to start school until the autumn term following their fifth birthday will need to apply through the in year admissions process for them to be admitted into year 1 and should be aware that many schools will have no places available. If parents of these children want them to start in Reception the term after their fifth birthday, they will need agreement from the school concerned and will need to apply in the following main admission round and compete for places with other children in that cohort.

The deadline for amending an Education, Health and Care plan (EHCP) including the name of Primary School/provision is February 15th in the year they are due to transfer to the new school.

All children:

• must start school by the beginning of the term after their 5th birthday.
• can have a full-time school place in the September following their 4th birthday.

Some parents, of children who are 4, will want their child to start school on a part-time basis until they become 5. This is usually half day sessions (either mornings or afternoons – 15 hrs per week). You need to talk to your child’s school to discuss this option further.

Remember that once your child starts attending school part-time, they will be on the school roll. This means that if you are considering part-time attendance at school combined with other early years provision, you will no longer be able claim any extra early years funded hours.

Some parents, of children who are 4, will want their child to start school later in the academic year or at the start of the following academic year. This is called deferred entry. This is in 2.17, School Admissions Code.

You must still apply for a school place by January of the previous academic year. You need to do this to secure your child’s school place even if you want them to start school later.

You have an automatic right to defer your child starting school. But child must start school by the beginning of the term after their 5th birthday. Children who defer entry to reception will be able to go to nursery or pre-school until they start school. If eligible, free early years funded hours are able be used up until they start school.

If your child was born between:

• 1st September and 31st December you can defer their start to the beginning of the Spring Term (January)
• 1st January and 31st March you can defer their start to the beginning of either the
• Spring Term (January) or
• Summer Term (April)
• 1st April and 31st August you can defer their start until the next academic year – September (when your child is 5). Unless delayed entry is also agreed, your child would miss the whole reception year and start in Year 1.

Things to consider when thinking about deferred entry

Your child may:

• miss out on whole class activities provided in September to help children settle into school.
• find it difficult to fit in with children who started school in September and have already begun made friendships.

Arranging a part-time start in September might be a better option to reduce these risks.

Most children with SEND will be able to go to their local mainstream school. They will be taught with children of their own age. They will receive extra help from their class teacher or some other special help provided by the school. 

Find a primary school – Torbay Council provides a list and map view of schools in Torbay.

You may find it useful to:

• Make a list of all the schools within a reasonable distance from your home – it will be important for you to be able to easily get your child to and from school.
• Check the school transport policy
• Read TIPS 2 – Primary and secondary school appeals – Torbay Council
• Think about the kind of school site and environment you want – Is a faith school important to you? What kinds of playground space do you think suits your child? Modern or old school buildings? etc.
• Look at school websites for prospectus and policies information and more.
• Look at the each schools SEN Information reports to see what the school says they provide for children with SEN.
• Check the latest school Ofsted report – these should be published on the school websites but they can also be located on Find an Ofsted inspection report.
• Visit at least two schools so that you have something to compare. Go to their open day and don’t be afraid to ask for another opportunity to visit again and speak to the Special Educational Needs Co-ordinator (SENDCo).
• When you’re at the open day or on a subsequent visit, make sure to look at all the areas that are important to you and get answers to all your questions. You make find Checklist for Visiting Schools (SEND) useful.
• Consider if the school already have all the things your child needs or they can easily be developed.
• Talk to parents who have children at the schools you’re considering, but be mindful that they can only share their own opinions and experiences
• Try to keep an open mind until you have looked at all the possibilities and spoken to the relevant professionals.

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child or young person.

Primary Archives – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority in consultation with Devon County Council.

Some parents want their child to be held back a year and to start school a year behind their chronological age group. This is called delayed entry. This is covered in 2.18 – 2.20, School Admissions Code.

Parents of children born prematurely who would have been born in the following academic year if born on their due date may be more likely to consider requesting their child has a delayed entry.

• There is no automatic right to delay your child from starting school.
• Schools are unable to hold a place for your child from the previous year.
• Agreement for delayed entry only applies to the particular school named within the request

Children who are born between 1st April and 31st August are described as summer born children.  If you decide your summer born child will start school aged 5, and you want your child to start school in reception (not year 1), you need to make a request for delayed entry to the school’s admission authority. 

The admission authority decides whether children who start school at compulsory school age should be admitted to reception or year 1. They must make this decision on the basis of the circumstances of each case and in the best interests of the child concerned.

This will include taking account of:

• the parent’s views;
• information about the child’s academic,
• social, and emotional development;
• where relevant, their medical history and the views of a medical professional;
• whether they have previously been educated out of their normal age group;
• whether they may naturally have fallen into a lower age group if it were not for being born prematurely.
• and the views of the head teacher of the school concerned.

Parents have a statutory right to appeal against the refusal of a place at a school for which they have applied. This right does not apply if they are offered a place at the school, but it is not in their preferred age group.

Things to consider when thinking about requesting delayed entry

If you apply for a school place for the September following your child’s fourth birthday you can:

• withdraw your application later
• or decline the offer of a reception place if it is agreed that their child should be held back a year.

You might want also to consider part-time or deferred entry.

Staying on in early years settings

• Early years settings do not generally offer as much focussed learning as in a Reception class at School.
• Early years settings are not generally as experienced as schools in identifying the wide range of possible special educational needs.
• Early years settings do not generally have the same high level of resources available in schools to deliver SEND Support.
• If eligible, free early years funding ceases when a child reaches compulsory school age (age 5).

Moving back to the normal age group

• There is no automatic right for your child to remain a year behind their chronological age group for the whole of their education.
• Headteachers decide how to educate the children in their school. This may include moving a child to a different year group when there are good educational reasons to do so.

Changing schools

• If you want your child to remain a year behind, every time your child changes school you will have to make a new request delay entry for each school applied for.
• If a delay is not agreed, your child would have to move back to their normal chronological age group at their new school.
• The implications for transition to secondary school may mean your child would have to miss a school year and transfer from either Year 5 to 7 or Year 6 to 8.
• Special schools very rarely agree to placements outside of normal year groups.
• Selective tests (11+) for Grammar Schools or Selective streams in mainstream school can only be taken in accordance with age rather than year group.

Leaving school

• Your child would legally be allowed to leave school the term after their sixteenth birthday, the year before other young people in their year group.
• Although GCSE’s and other examination courses that usually finish in Yr 11 can generally be taken at any age, this means your child would be legally allowed to leave school before completing examination courses that usually finish in Yr 11.

School transport

• Home to School Transport for children over 16 is different from Home to School Transport for children of compulsory school age.
• Home to school transport for children over 16 is not necessarrily free.
• If school transport is required, this means you may have to contribute towards your child’s school transport when they are in Yr 11.

Most children with Special Educational Needs and/or Disabilities (SEND) can be taught in mainstream schools.

The Torbay Local Authority will always seek to place SEND pupils in mainstream schools providing that:

• The school is suitable for the child’s age, ability and aptitude and the special educational needs
• The child’s attendance is not incompatible with the efficient education of other children in the school, and
• The placement is an efficient use of the LA’s resources.

If your child has more severe or complex needs, their needs might be best met by attending an enhanced provision within a mainstream school or a special school.

In addition to looking at our tips for Choosing a School for a child with SEND, you may also want to consider the following enhanced provisions within mainstream schools and special schools. But, it is important to take advice from professionals and remember that the majority of specialist places are allocated following Specialist Education Provision allocation panel meetings held during the Spring term for places in the following September.

It is important to be aware that home to school transport is not included within an EHCP and is only awarded in line with the Home to School Transport Policy.

Enhanced provision within mainstream schools:

• Barton Hill Academy – Enhanced Speech & Language Provision
• Preston Primary School – Nest – Enhanced Provision for Autistic Spectrum Condition (ASC)
• St Margaret’s Academy – Hearing Support Centre (HSC)

Special schools:

• Mayfield School Chestnut Centre – for children experiencing complex social, emotional and mental health difficulties
• Mayfield School – for children with severe and profound learning difficulties

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school to be named on their child or young person’s EHCP.

Primary Archives – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority SEND Team in consultation with Devon County Council.

Children born between 1 September 2018 and 31 August 2019 will start primary school in September 2023.

Apply online from 1 November 2022 for September 2023 admissions. You must apply by 15 January 2023. If you apply after 15 January your application will be considered as late and may be at a disadvantage.

Important things to remember about securing a place in Primary School:

• Schools are not allowed by law to have more than 30 children in a class per teacher if the children are under 7 years of age, unless there are special circumstances.
• If your child attends a mainstream school nursery this does not guarantee there will be place in the school. The Local Authority has strict rules about allocating school places.
• If you wish to apply for a place at a faith school you will need to complete a supplementary form for your application to be considered on faith grounds (and therefore prioritised above other applications).
• Putting a school as first preference does not guarantee that you will get a place at that school.
• Places at Enhanced provisions within mainstream schools and Special school places are only allocated by the SEN Team via an Education, Health and Care plan (EHCP).
• If your child is currently undergoing an Education, Health and Care (EHC) needs assessment it is important not to presume an EHC plan will be the result.

You should complete the Admissions form and put down at least two but preferably three schools. Places are allocated according to the distance from your home to the school. If there are more requests than places, the local authority will use the Oversubscription Criteria. Further information about the application process can be found at Apply for a school place – Torbay Council

If your child is not allocated a place at your preferred school you may be able to appeal.

Appeal against a school place decision – Torbay Council

The Torbay Local Authority will always seek to place SEND pupils in mainstream schools providing that:

• The school is suitable for the child’s age, ability and aptitude and the special educational needs
• The child’s attendance is not incompatible with the efficient education of other children in the school, and
• The placement is an efficient use of the LA’s resources.

Usually your preferred mainstream school will be able to cater for your child’s needs. You should apply in the same way as all other parents, either online or using a paper form.

Apply for a school place – Torbay Council

Admissions for pupils with Education. Health and Care plans (EHCP’s) will be managed by our Special Educational Needs and/or Disabilities (SEND) section who will follow the SEND code of practice and consult formally with the governing body of your first preference school to establish whether the school can meet your child’s needs. We will also consider whether this is a good use of the council’s resources. A school cannot refuse a place simply because your child has special needs.

If your child has a new Education, Health and Care plan (EHCP) you will be asked to name your preferred school during the draft stage prior to the EHCP being finalised. If your child is currently undergoing an EHC needs assessment it is important not to presume an EHC plan will be the result.

If your child already has an EHCP in place at pre-school it will be amended following an Annual Review. This is also a good opportunity to update the outcomes and needs of your child within the EHCP. You will be asked to name your preferred school during the draft stage prior to the amended EHCP being finalised. It is therefore helpful if you and your child start visiting possible primary schools in advance of the Annual Review of your child’s EHCP.

The SEND code of practice suggests that EHCP’s should be reviewed and amended in sufficient time so that planning and commissioning of support can take place before children move between key phases of their education.

The deadline for amending an EHCP including the name of Primary School/provision is February 15th in the year they are due to transfer to the new school.

If you would like to discuss the school, college or provision that is named in the EHCP then you can contact the SEND Team. If you disagree with the setting or provision we have named you can appeal to the SEND Tribunal.

Children with special educational needs and disabilities (SEND) often find change difficult. As part of transition, schools, educational settings and families must work together to create a plan for your child. The plan should be in place to help with any specific needs, strengths, interests and potential anxieties and learning styles.

The move should be part of a process, rather than a one off event, allowing your child to feel confident and happy when the time comes.

When your child is moving up to primary school into reception class, arrange to visit and talk to staff about your child’s needs and how you help them at home. This would also be part of the planning meeting as school would be invited to attend

Arrange for your child to visit their primary school as often as they need before they start. (Additional visits are often agreed and supported where possible by the education setting staff)

Try to spend time in key areas of the school when they are empty for your child to get used to the classroom.  Ask if your child could meet their new teacher, teaching assistant and any other support staff on their own. (take photos for a book or ask if school would provide one)

If you have any concerns about your child’s progress when they have started school, arrange to meet their teacher or the school Special Educational Needs Co-Ordinator (SENCo).

Transitioning children with SEND from their Early Years (EY) setting to school will almost certainly be more complex than the support needed for most other children. Children with SEND will face challenges of adjustment and adaptation and will need time and planning by the adults to ensure a smooth transition. They may need individual care plans and risk assessments, and school staff may need to be trained in the use of medical equipment, adaptive aids and emergency medication.

• The child with SEND may need a longer period of preparation and adjustment
• Parents/carers may be concerned that the new setting will not be able to offer the expertise and level of support necessary to support their child. Cultivating a trusting partnership with the school will be important for the parent and the child
• Professionals involved with the child with SEND will need time to support school staff, share ideas and/or specialised equipment. School staff will need clear and updated information about the child, best gained from the parent and the EY setting. Everyone will have a part to play in making the transition successful

Torbay LA provide early years settings with Enhanced Transition planning tools including a Torbay Enhanced Transition Planner to support them taking timely action, towards effective transitioning, by providing month by month guidance. The enhanced transition tools are downloadable from SEND Inclusion in Early Years – Torbay Council.

Before starting school you could:

• Prepare them for change by:
  • Talking with your child about starting school – What do they think it will be like? What are they looking forward to doing there? Do they have any questions or worries? – talking about school in a relaxed way so that your child can start to process the move from preschool to school.
  • Practicing the school run during the summer holidays, this helps children to become familiar with the travelling to and from school.
  • Getting them to try on their new school uniform to help them feel comfortable in their new clothes, they may experience sensitivity to some fabrics or fastenings
• Boosting their self-confidence, ability to make their own choices, get along with others and other useful skills by:
  • Using a visual timetable – Many schools use visual timetables to help children get used to their new routines. Using a visual timetable at home can also be a great way to support their independence.
  • Helping them take responsibility for belongings and work together – Trying to tidy up together and make it part of any activity you do. In the classroom children will be expected to start talking responsibility for their belongings and working together to keep the classroom a nice place to be.
  • Promoting independence – Letting your child practice dressing themselves, can they do up a zip or buttons? Can they put on their own socks?
  • Encouraging curiousity – ask questions about the world around you and they will start to do the same
  • Helping them practice how to stay calm – this could include taking slow, deep breaths together.
  • Letting them make mistakes – praise them for trying and help them learn from it by not always fixing it straight away
  • Helping them get on with others – playing turn taking games and ‘Acting out’ situations with toys. E.g. “how can teddy ask to play with the dolls?”
  • Practising sitting still and paying attention – look at books, crafts or puzzles without distractions
  • Encouraging them to use more words – instead of “did you like it?” ask “what did you like about it?” so they have to use different words
  • Staying active – running, jumping, climbing, catching, painting and sorting small objects will improve their control over their bodies.
• Pre-empting any potential issues about using the toilet:
  • If your child is worried about managing their toileting or needing help then talk with them about it. Talk to them about who they could ask for help and talk to the teacher about your child’s worries and needs – it is much easier to help when you know what to look out for.
  • Get spare clothes ready to take to school if your child is not fully toilet trained
  • Teach your child to flush the toilet and get used to different types of flush
  • Chat about the importance of good hand washing
• Pre-empting any potential issues about having lunch at school:
  • Practice using a knife and fork pouring water from a jug into a cup, opening a lunchbox and carrying a small plate of food. You can also encourage your child to try some new foods. 
  • Using a knife and fork with playdough is a great way to practice cutlery skills.
  • Make sure that your child can open their lunchbox and manage the food inside

Every child or young person with special educational needs and/or disabilities (SEND) should have SEND support. This means help that is additional to or different from the support generally given to other children of the same age. Schools must identify pupils who have SEND and need extra help through SEND support. Schools should involve parents in this process. For further information please see:

SEND Support in Mainstream Schools 

More detailed descriptions of the special educational provision the Local Authority (LA) expects to be available for children and young people in its area who have SEN or disabilities and how SEN funding works can be found in:

• SEND Support and Provision – Graduated Response
• SEND funding for Children and Young people in mainstream Schools, Academies and Free School

Visiting a school is the best way to determine whether that school is right for your child. It is an opportunity to get a sense of the school environment and get your questions answered. Below are some suggestions to help you get the most out of your visit.

Before arranging a visit

• Ask the school for their School prospectus and read it (you may also want to read the school’s latest OFSTED report www.ofsted.gov.uk/Ofsted-home/Inspection-reports)
• Look at the school’s SEN Information published as a linked document to the Torbay Local Offer
• Carefully think about and write a list of questions that you would like to ask the school.
• When you would like to visit?  (it is best to visit during school hours)
• Will you be taking your child?
• Do you want someone else to accompany you?
• Is the school easy to get to?  (think about transport arrangements)
• Would you like to talk to the SENCO?
• Do you want a guided tour?
• Will you be able to meet staff who would be involved with your child?
• Will you be able to talk to other parents who have children at the school?

Sample questions

• What is the general structure & timetable for the school day?
• How many children would be in your child’s class?
• How many members of staff would be in your child’s class?
• How do the school support children with Special Educational Needs?
• How do the school feel about providing 1:1 support?
• Do the school know anything about your child’s disability / learning needs?
• Have the school ever taught any other children with the same disability / learning needs?
• Are all areas of the school accessible to your child?  (i.e. are adaptations required)
• How will your child be supported outside lesson time?
• How do the school deal with difficult behaviour?
• How is bullying dealt with at the school?
• How does the school help children mix and make friends?
• What extra activities does the school provide at lunchtime and after school?
• What will you have to provide for your child?  (i.e. uniform; stationary; money for trips, events, extra activities, etc.)
• How does the school communicate with parents?
• When can parents talk to their child’s teacher?
• What arrangements are there for parents to get involved with the school?
• What opportunities are there to meet other parents? (i.e. P.T.A., organised events, etc.)

After the visit

Discuss your thoughts and feelings about the school with someone else:

• Did you feel welcomed at the school?
• Did the children seem happy, friendly and helpful?
• Do you think your child would be happy at that school?
• Did the school answer all your questions?
• Have you got any other questions that you would like to ask the school?
• Would the school be able to meet your child’s needs?

The move from primary to secondary education can be stressful for any child and can be especially a child with Special Educational Needs and/or Disabilities (SEND).

It is vital to start planning for the move well in advance, whilst your child is in Yr 5.

The deadline for amending an EHCP with the details of secondary school/provision is 15th February in the year they are due to transfer.

The embedded video below was recorded from a virtual event facilitated between Torbay SEND and SENDIASS Torbay, supported by Torbay SEND Family Voice that took place on 08/11/2022

Most children with SEND will be able to go to their local mainstream school. They will be taught with children of their own age. They will receive extra help from their class teacher or some other special help provided by the school. 

Find a secondary schools – Torbay Council provides a list and map view of schools in Torbay.

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child or young person.

Secondary Archives – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority in consultation with Devon County Council.

You may find it useful to:

• Talk to your child to find out their preferred choice of secondary school. You and your child may have different reasons for picking a school and it is important to discuss these together.
• Make a list of all the schools within a reasonable distance from your home – it will be important for you and/or your child to be able to easily get to and from school.
• Read TIPS 8 – Primary and Secondary School Admissions – Torbay Council 
• Think about the kind of school site and environment you want – Is a selective place or faith school important to you? What GCSE or alternative options do you think would suits your child? e.g. are vocational courses available? Modern or old school buildings? etc.
• Look at school websites for prospectus and policies information and more.
• Look at each schools SEN Information reports to see what the school says they provide for children with SEND.
• Check the latest school Ofsted report – these should be published on the school websites but they can also be located on Find an Ofsted inspection report.
• Visit at least two schools so that you have something to compare. Go to their open day and don’t be afraid to ask for another opportunity to visit again and speak to the Special Educational Needs Co-ordinator (SENDCo).
• When you’re at the open day or on a subsequent visit, make sure to look at all the areas that are important to you and get answers to all your questions. You make find Checklist for Visiting Schools (SEND) useful.
• Consider if the school already have all the things your child needs or they can easily be developed.
• Talk to parents who have children at the schools you’re considering, but be mindful that they can only share their own opinions and experiences
• Talk to your child about their preferred choice of secondary school again once you have explored the option with them.
• Consider how important it is to your child to go to the same school as their friends.
• Try to keep an open mind until you have looked at all the possibilities and spoken to the relevant professionals.

It is good to start choosing your preferred secondary school in advance of the Yr 5 Annual Review.

Most children and young people with special educational needs can be taught in mainstream schools.

The Torbay Local Authority will always seek to place SEN pupils in mainstream schools providing that:

• The school is suitable for the child’s age, ability and aptitude and the special educational needs
• The child’s attendance is not incompatible with the efficient education of other children in the school, and
• The placement is an efficient use of the LA’s resources.

If your child has more severe or complex needs, their needs might be best met by attending an enhanced provision within a mainstream school or a special school.

In addition to looking at our tips for Choosing a School for a child with SEN you may also want to consider the following enhanced provisions within mainstream schools and special schools. However, it is important to take advice from professionals and remember that the majority of specialist places are allocated following Specialist Education Provision allocation panel meetings held during the Spring term for places in the following September. Therefore, any possibility of a specialist education provision being considered should have been discussed within the Yr 5 Annual Review meeting and appropriate referral made in relation to the Specialist Education Provision allocation panel.

It is important to be aware that home to school transport is not included within an EHCP and is only awarded in line with the Home to School Transport Policy.

Enhanced provision within mainstream schools:

• Brixham College – Enhanced Provision for Autistic Spectrum Condition (ASC)
• Paignton Academy – STEPS – Enhanced Provision for students with anxiety/phobic difficulties 
• The Spires College – Enhanced Provision for Autistic Spectrum Condition
• The Spires College – Enhanced Provision for Hearing Impairment 

Special Schools:

• Brunel Academy – for pupils with complex Social, Emotional and Mental Health (SEMH) needs
• Combe Pafford School – for pupils who have Moderate Learning Difficulties (MLD) including some pupils with MLD and physical difficulties and/or autism
• Mayfield School –  for pupils with severe and profound learning difficulties

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child or young person.

Secondary Archives – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority SEND Team in consultation with Devon County Council.

Children born between 1 September 2011 and 31 August 2012 will start secondary school in September 2023. 

Apply online from 1 September 2022 for September 2023 admissions. You must apply by 31 October 2022. If you apply after 31 October your application will be considered late and may be at a disadvantage.

Important things to remember about securing a place in Secondary School:

• If you wish to apply for a selective place (Grammar school or Grammar stream) your child will have to have registered for and taken the relevant selective test. Selective tests are normally sat in the first term (Autunm) of Yr 6.
• If you wish to apply for a place at a faith school, you will need to complete a supplementary form for your application to be considered on faith grounds (and therefore prioritised above other applications).
• Putting a school as first preference does not guarantee that you will get a place at that school.
• Places at Enhanced provisions within mainstream schools and Special school places are only allocated by the SEN Team via an Education, Health and Care plan (EHCP).
• If your child is currently undergoing an Education, Health and Care (EHC) needs assessment it is important not to presume an EHCP will be the result.

You should complete the Admissions form and put down at least two but preferably three schools. Places are allocated according to the distance from your home to the school. If there are more requests than places, the local authority will use the Oversubscription Criteria. Further information about the application process can be found at Apply for a school place – Torbay Council

If your child is not allocated a place at your preferred school you may be able to appeal.

Appeal against a school place decision – Torbay Council

The transition from primary school to secondary school starts early, from Yr 5, for children with an education, health and care plan (EHCP).

The Torbay Local Authority will always seek to place SEND pupils in mainstream schools providing that:

• The school is suitable for the child’s age, ability and aptitude and the special educational needs
• The child’s attendance is not incompatible with the efficient education of other children in the school, and
• The placement is an efficient use of the LA’s resources.

Usually your preferred mainstream school will be able to cater for your child’s needs. You should apply in the same way as all other parents, either online or using a paper form.

Apply for a school place – Torbay Council

Admissions for pupils with EHCP’s will be managed by our Special Educational Needs and Disabilities (SEND) section who will follow the SEND code of practice and consult formally with the governing body of your first preference school to establish whether the school can meet your child’s needs. We will also consider whether this is a good use of the council’s resources. A school cannot refuse a place simply because your child has special needs.

If your child has a new Education, Health and Care plan (EHCP) you will be asked to name your preferred school during the draft stage prior to the EHCP being finalised. If your child is currently undergoing an EHC needs assessment it is important not to presume an EHCP will be the result.

If your child already has an EHCP in place at primary school, it will be amended following an Annual Review. At the Yr 5 Annual Review secondary placement should be discussed and appropriate referrals submitted if a move to a special school for Secondary transfer is being suggested. This is also a good opportunity to update the outcomes and needs of your child within the EHCP. You will be asked to name your preferred school during the draft stage prior to the amended EHCP being finalised. It is therefore helpful if you and your child start visiting possible primary schools in advance of the Annual Review.

The SEND code of practice suggests that education, health and care plans should be reviewed and amended in sufficient time so that planning and commissioning of support can take place before children move between key phases of their education.

The deadline for amending an EHCP with the details of secondary school/provision is 15th February in the year they are due to transfer.

If you would like to discuss the school, college or provision that is named in the EHCP then you can contact the Torbay SEND team. If you disagree with the setting or provision we have named you can appeal to the SEND Tribunal.

Every child or young person with special educational needs and/or disabilities (SEND) should have SEND support. This means help that is additional to or different from the support generally given to other children of the same age. Schools must identify pupils who have SEND and need extra help through SEND support. Schools should involve parents in this process. For further information please see:

SEND Support in Mainstream Schools 

More detailed descriptions of the special educational provision the Local Authority (LA) expects to be available for children and young people in its area who have SEN or disabilities and how SEN funding works can be found in:

• SEND Support and Provision – Graduated Response
• SEND funding for Children and Young people in mainstream Schools, Academies and Free School

Before starting school you could:

• Talk with your child about starting Secondary School – What do they think it will be like? What are they looking forward to doing there? Do they have any questions or worries? – talking about school in a relaxed way so that your child can start to process the move from primary to secondary – be aware that they may have heard rumours from older friends or siblings or may have seen films that depict secondary school in a concerning way.
• Encourage your child to talk to older friends or siblings to help allay their fears, but also be aware that they may spread unhelpful rumours.
• Practice your child’s journey to and from school during the summer holidays, this helps children to become familiar with the new route – it may be that they will be traveling more independently e.g. by bus or walking alone or with friends – Discuss what to do if the bus doesn’t arrive, they miss the bus or lose their bus pass, etc.
• If eligible, make sure you apply for free school meals and/or transport (e.g. bus pass) in good time.
• Help your child practice how to stay calm (this could include taking slow, deep breaths together) and make sure that they know to tell you or a member if pastoral staff at school if they are struggling with their emotions or have any other worries e.g. friendship issues, bullying etc.
• Encourage your child to see mistakes as learning opportunities – offering constructive feedback can help your child discover more effective ways of learning and doing things, which in the long run, will help them achieve better results. 

Explore the differences between Primary School and Secondary School:- 

• New uniform:–
  • When buying uniform, remember your child will grow over the summer. Buy early and do not label it until you have checked the fit again at the end of August – most suppliers will exchange if unworn.
  • Get your child to try on their new school uniform to help them feel comfortable in their new clothes, they may experience sensitivity to some fabrics or fastenings and they may have to learn to wear a tie and blazer for the first time.
• New equipment – bringing in and carrying their own equipment:–
  • Pens and pencils aren’t provided like they are in primary school — in secondary school, children need to make sure they have a fully equipped pencil case. Children will have to also bring in any items needed for certain lessons or activities on specified days, e.g. PE kit, cooking ingredients etc. and may also need to bring in books or workbooks for different subjects.
  • Find out which type of school bag most pupils at the school use. Carrying their own books means that flimsy choices won’t last: rucksacks are a popular choice.
  • Check what everyday equipment (e.g. pencil case, pens, pencils, pencil sharpener, eraser, ruler, highlighter pens, note pad, etc.), and subject specific equipment (e.g. geometry set, calculator, text books, PE kit, etc.) your child will be required to take to school
  • A clear pencil case will allow a quick visual check that all items have been picked up.  If your child tends to lose their pencil case regularly, having an emergency kit ready will avoid anxiety.  A hole-punched pouch, which attaches inside a ring binder is may be better option for some students.
• A new bigger environment:-
  • Ensure your child can read and make sense of a map.
  • Help your child to familiarise themselves with the new school layout from a school map provided at open or induction days or looking on the school website to prepare them for moving around the school and moving to different classrooms for different lessons.
• A wider range of subjects/lessons, extra-curricular clubs and activities:-
  • Talk to your child about any concerns they may have in relation to new subjects. Subjects are grouped together in primary school but are separated out in secondary school into distinct subject areas e.g. Science may be split into Physics, Chemistry and Biology, English may be split in to Language and Literature, etc.
  • Get your child to think about whether or not they may like to explore taking part in extra-curricular clubs ad activities on offer – Joining a club or after school activity can be a good way to meet new people and make new friends.
• Using a school diary/planner and timetable:–
  • Ensure your child can read and follow a timetable. It may be useful to copy out their timetable and put it on the wall at home. Using colour coding to note the different equipment required each day (e.g. PE kits, food tech ingredients) may also be helpful.
  • Some schools may operate a two-week timetable. If so, get your child to label which week is which in their planner/calendar/diary, to avoid confusion.
  • Some schools provide a physical school diary/planner for students a carry around with them whilst other schools provide similar via an online portal.
  • Encourage your child to be able to organise themselves as independently as possible – Having a timetable on the wall or memory jogger at the front door for important items might be useful e.g. a written or photo checklist.
  • You may also find it helpful to see:
    • Organising myself and my belongings – Transitioning to Secondary School
    • Organisational Skills age 11-18 
• New school rules:-
  • A mobile phone is almost a ‘given’ these days and can give reassurance to you and your child in an emergency. Schools have differing policies about them though, so be sure to check.
  • Jewellery and make up – most schools have rules on what is and is not allowed.
  • Behaviour and discipline policies – make sure your child is aware of acceptable behaviour and sanctions that will be applied if they do not follow school rules e.g. detention
• Break and Lunchtime arrangements:-
  • Some schools have designated playground and other areas for different year groups at break and lunchtime.
  • Some schools have vending machines or tuck shops for students to buy snacks at break times.
  • Get your child ready for handling money or a payment card to be able to use vending machines, tuck shops and the school cafeteria – some schools use a payment card to avoid students having to carry cash.
  • If your child will be taking a packed lunch to school, check if the school has designated areas for packed lunch to be eaten.
• Homework:-
  • There will certainly be more homework tasks to remember and complete on time than there were in primary school.
  • Ensure your child will have a suitable work space at home to do their homework.
  • Although not essential, access to a computer and printer at home is definitely recommended. Many schools set homework online or encourage pupils to complete work via secure document-sharing sites.
  • Find out about homework clubs at school – often homework clubs are an easier way for your child to get their homework completed without having to spend too much time on homework at home. They may also be able to get support at homework club if they are not clear on how to complete the homework set or require additional support with their learning and homework.

Children with special educational needs and disabilities (SEND) often find change difficult. As part of transition, schools, educational settings and families must work together to create a plan for your child. The plan should be in place to help with any specific needs, strengths, interests and potential anxieties and learning styles.

The move should be part of a process, rather than a one off event, allowing your child to feel confident and happy when the time comes.

When your child starts a new school, it is important that current school staff discuss their needs with both you and their new school and with the involvement of your child. If your child has an education, health and care plan (EHCP) this may be done as part of an annual review.

Arrange for your child to visit their new school as often as they need before they start. It is likely that additional visits will automatically be arranged as part of the transition planning.

If you have any concerns about your child’s progress when they have started school, you should arrange to meet their teacher, Head of Year or the school Special Educational Needs Co-Ordinator.

You may also want to look at How Parents Can Help With Secondary School Transition | YoungMinds and this Ten Ways for parents to help children cope with change poster from Young Minds

Visiting a school is the best way to determine whether that school is right for your child. It is an opportunity to get a sense of the school environment and get your questions answered. Below are some suggestions to help you get the most out of your visit.

Before arranging a visit

• Ask the school for their School prospectus and read it (you may also want to read the school’s latest OFSTED report www.ofsted.gov.uk/Ofsted-home/Inspection-reports)
• Look at the school’s SEN Information published as a linked document to the Torbay Local Offer
• Carefully think about and write a list of questions that you would like to ask the school.
• When you would like to visit?  (it is best to visit during school hours)
• Will you be taking your child?
• Do you want someone else to accompany you?
• Is the school easy to get to?  (think about transport arrangements)
• Would you like to talk to the SENCO?
• Do you want a guided tour?
• Will you be able to meet staff who would be involved with your child?
• Will you be able to talk to other parents who have children at the school?

Sample questions

• What is the general structure & timetable for the school day?
• How many children would be in your child’s class?
• How many members of staff would be in your child’s class?
• How do the school support children with Special Educational Needs?
• How do the school feel about providing 1:1 support?
• Do the school know anything about your child’s disability / learning needs?
• Have the school ever taught any other children with the same disability / learning needs?
• Are all areas of the school accessible to your child?  (i.e. are adaptations required)
• How will your child be supported outside lesson time?
• How do the school deal with difficult behaviour?
• How is bullying dealt with at the school?
• How does the school help children mix and make friends?
• What extra activities does the school provide at lunchtime and after school?
• What will you have to provide for your child?  (i.e. uniform; stationary; money for trips, events, extra activities, etc.)
• How does the school communicate with parents?
• When can parents talk to their child’s teacher?
• What arrangements are there for parents to get involved with the school?
• What opportunities are there to meet other parents? (i.e. P.T.A., organised events, etc.)

After the visit

Discuss your thoughts and feelings about the school with someone else:

• Did you feel welcomed at the school?
• Did the children seem happy, friendly and helpful?
• Do you think your child would be happy at that school?
• Did the school answer all your questions?
• Have you got any other questions that you would like to ask the school?
• Would the school be able to meet your child’s needs?

There may be several reasons why you may be considering changing your childs’ school outside of normal transition points:

• unhappy with current placement
• current placement unable to meet needs
• moving house to or within Torbay 

If you are unhappy with how your child’s school is providing for your child’s SEND, you might like to:

• talk to someone at Sendiass Torbay for free impartial advice and support
• see Resolving disagreements about Special Educational Needs or Disability (SEND) provision

Most children with SEND will be able to go to their local mainstream school. They will be taught with children of their own age. They will receive extra help from their class teacher or some other special help provided by the school. 

Find a primary school – Torbay Council provides a list and map view of schools in Torbay.

Find a secondary schools – Torbay Council provides a list and map view of schools in Torbay.

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child or young person.

Primary Archives – Schools Information – Education and Families (devon.gov.uk)

Secondary Archives – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority in consultation with Devon County Council.

You may find it useful to:

• Talk to your child to find out their preferred choice of new school. You and your child may have different reasons for picking a school and it is important to discuss these together.
• Make a list of all the schools within a reasonable distance from your home – it will be important for you and/or your child to be able to easily get to and from school.
• Check the school transport policy
• Read TIPS 4 – In Year Admissions for primary and secondary schools 
• Think about the kind of school site and environment you want: Is a faith school important to you? What kinds of playground space do you think suits your child? Modern or old school buildings? and if you are looking at an alternative secondary school, What GCSE or alternative options do you think would suit your child? e.g. are vocational courses available? 
• Look at school websites for prospectus and policies information and more.
• Look at each schools SEN Information report to see what the school says they provide for children with SEND.
• Check the latest school Ofsted report – these should be published on the school websites but they can also be located on Find an Ofsted inspection report.
• Visit at least two schools so that you have something to compare. Go to their open day and don’t be afraid to ask for another opportunity to visit again and speak to the Special Educational Needs Co-ordinator (SENDCo).
• When you’re at the open day or on a subsequent visit, make sure to look at all the areas that are important to you and get answers to all your questions. You make find Checklist for Visiting Schools (SEND) useful.
• Consider if the school already have all the things your child needs or they can easily be developed.
• Talk to parents who have children at the schools you’re considering, but be mindful that they can only share their own opinions and experiences
• Talk to your child about their preferred choice of secondary school again once you have explored the option with them.
• Consider how important it is to your child to go to the same school as their friends.
• Try to keep an open mind until you have looked at all the possibilities and spoken to the relevant professionals.

Most children and young people with special educational needs can be taught in mainstream schools.

The Torbay Local Authority will always seek to place SEND pupils in mainstream schools providing that:

• The school is suitable for the child’s age, ability and aptitude and the special educational needs
• The child’s attendance is not incompatible with the efficient education of other children in the school, and
• The placement is an efficient use of the LA’s resources.

If your child has more severe or complex needs, their needs might be best met by attending an enhanced provision within a mainstream school or a special school.

In addition to looking at our tips for Choosing a School for a child with SEND you may also want to consider the following enhanced provisions within mainstream schools and special schools. However, it is important to take advice from professionals and remember that the majority of specialist places are allocated following Specialist Education Provision allocation panel meetings held during the Spring term for places in the following September.

It is important to be aware that home to school transport is not included within an EHCP and is only awarded in line with the Home to School Transport Policy.

Enhanced provision within mainstream primary schools:

• Barton Hill Academy – Enhanced Speech & Language Provision
• Preston Primary School – Nest – Enhanced Provision for Autistic Spectrum Condition (ASC)
• St Margaret’s Academy – Hearing Support Centre (HSC)

Enhanced provision within mainstream secondary schools:

• Brixham College – Enhanced Provision for Autistic Spectrum Condition (ASC)
• Paignton Academy – STEPS – Enhanced Provision for students with anxiety/phobic difficulties 
• The Spires College – Enhanced Provision for Autistic Spectrum Condition
• The Spires College – Enhanced Provision for Hearing Impairment 

Special schools:

• Mayfield School Chestnut Centre – for children experiencing complex social, emotional and mental health difficulties – Primary (5-11 years)
• Mayfield School – for children with severe and profound learning difficulties – Age range (3 –19  years)
• Brunel Academy – for pupils with complex Social, Emotional and Mental Health (SEMH) needs – Secondary (11-16 years)
• Combe Pafford School – for pupils who have Moderate Learning Difficulties (MLD) including some pupils with MLD and physical difficulties and/or autism – Age range (7 –19  years)

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school to be named on their child or young person’s EHCP.

Schools Archive – Schools Information – Education and Families (devon.gov.uk)

Admissions to secondary schools in Devon are managed by the Torbay Local Authority SEND Team in consultation with Devon County Council.

Every child or young person with special educational needs and/or disabilities (SEND) should have SEND support. This means help that is additional to or different from the support generally given to other children of the same age. Schools must identify pupils who have SEND and need extra help through SEND support. Schools should involve parents in this process. For further information please see:

SEND Support in Mainstream Schools 

More detailed descriptions of the special educational provision the Local Authority (LA) expects to be available for children and young people in its area who have SEN or disabilities and how SEN funding works can be found in:

• SEND Support and Provision – Graduated Response
• SEND funding for Children and Young people in mainstream Schools, Academies and Free School

It is a good idea consider chosen areas of interest, types of courses you might be interested and the different types of post 16 education providers.

It is important to be aware that transport is not included within an EHCP and transport assistance is only awarded in line with the Post 16 transport – Torbay Council.

Options include (but are not limited to):

• Local mainstream schools and academies sixth forms which offer courses for all young people, including those with SEND:
  • Brixham College
  • St Cuthbert Mayne Comprehensive School
  • The Spires College
  • Torquay Academy
• Local mainstream schools and academies sixth forms, offering mainly A levels:
  • Churston Ferrers Grammar School
  • Torquay Boys’ Grammar School
  • Torquay Girls Grammar School
• Local special school sixth form or college:
  • Combe Pafford School
  • Mayfield Upper Sixth Form College
• General Further Education (GFE) colleges which offer mainstream and supported learning courses:
  • South Devon College
  • Exeter College
  • Bicton College
• Specialist post 16 providers
  • Eat that Frog
  • Robert Owen Communities (ROC)
• Approved Independent specialist providers of further education for young people with SEND.

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their young person. This may include sith form at schools or colleges in Devon.

Post-16 education – Education and Families (devon.gov.uk)

All young people must remain in education, employment or training until the age of 18. Learning can be academic, vocational or work based.

The Post 16 Educational Opportunities explains the range of options open to young people and the types of qualifications and skills that can be gained through each pathway.

There is also lots of additional information within our Moving towards Adulthood section to help guide you.

Colleges have similar responsibilities to schools to provide reasonable support to young people with special educational needs (SEND), including when they do not have an Education, Health and Care plan (EHCP). This could include access to a teaching assistant, specialist teachers, one to one support, therapy input, independence skills and adaptations to resources or technology to make them more accessible.

If a young person arrives at college and is assessed to need more support than the college could usually provide, the college can request an Education, Health and Care (EHC) needs assessment, up until the young person achieves their learning objectives, leaves education or training or turns 25 years old (whichever happens first).

SEND: 19-25 year olds entitlement to EHC plans is guidance provided by the government about the support which must be available to young adults with SEND.

If the young person has an EHCP, this will be with them until they achieve their identified learning objectives, leave education or training permanently or turn 25 years old (whichever happens first). The support outlined in their plan must be fulfilled by their education provider, such as a further education college. Annual reviews will continue to take place to ensure the support is appropriate, effective and outcomes are being achieved.

The Preparing for Adulthood website outlines how children with an EHCP should be practically supported to develop skills for adulthood, right from when they are in the early years.

Adults with Special Educational Needs and/or Disabilities (SEND) may want to continue going on courses to learn new skills and gain knowledge about subjects they are interested in.

Functional Skills Courses in English and Maths, up to GCSE level, and basic ICT skills are usually free. Other further education courses are free until the age of 19, up to level 3. But, if a young person has an EHCP and needs longer time to complete their education courses, courses may be fully funded until they are 25 years old, if the course meets the targets outlined in their plan and the course is below level 4.

It is a priority to ensure that young people have good skills in English, Maths and basic ICT, as these are often essential for employment. If a young person has not achieved a GCSE in English and Maths at the end of Year 11, there are courses available in further education colleges to help them gain a pre-GCSE or GCSE qualification. Achieving a qualification in English and Maths may be a requirement to move onto other courses.

Courses in English and Maths, up to GCSE level, and basic ICT skills are usually free. 

We are committed to reducing the number of young people who are not in any form of education, employment or training (NEET). These young people may face multiple barriers to their participation and need a different type of support.

They may already receive support from local services, but need a package of help aimed specifically at returning to work or learning.

We are required to keep in regular contact with young people, until they are 19-years-old, to offer support to help them get into education, training or work. This means that from time to time we will contact you, just to check things are going well.

Careers guidance support for young people who are NEET

16 to 18-year-olds

If you are a young person who is aged 16 to 18 and are not currently in any form of education, employment or training or you have recently dropped out of school, college or another training programme you can get free independent careers guidance and support from CSW Group.

Aged 19 and older

If you are aged 19 or over and are not currently in education, employment or training, you can get free independent careers guidance and support from the National Careers Service.

There are lots of places you can go to for information and advice about getting into education, employment and training.

Student services at your local sixth form or college

They can give you information and advice on a wide range of subjects including education and training options, careers, finance, transport, accommodation, childcare and additional support.

Jobcentre Plus

At your local Jobcentre you can find out about jobs in your area or get help and support applying for work. Find your local Jobcentre.

If you have a disability, you can also get help at the Jobcentre from a disability employment adviser.

Courses in English and Maths, up to GCSE level are usually free. Other further education courses are free until the age of 19, up to level 3. However, if your child has an Education, Health and Care plan (EHCP), their course may be fully funded until they are 25 years old, if the course meets the targets outlined in their plan and the course is below level 4.

16-19 Bursary Fund is available to students in receipt of disability benefits to help with the associated costs of education, such as lunch, books and travel.

Further education courses and funding outlines a range of funding accessible to young people studying a further education course, without an EHCP.

Discretionary funds can sometimes be offered to students whose education will be impacted by financial deprivation, SEND (with no EHCP) or some kind of hardship. Colleges will need to be contacted directly as each will have their own eligibility criteria and level of grant available.

Many young people with Special Educational Needs and/or Disabilities (SEND) progress to higher education, however it is not possible to have an Education, Health and Care plan (EHCP) at University. Those who require additional support and may incur extra costs as a result of their disability may be eligible for a Disabled Student Allowance (DSA). The financial support offered is based on individual need not household income and does not have to be repaid.

If a young person with an EHC plan has a confirmed higher education place, with their permission, the Local Authority will pass a copy of the EHC plan to the relevant institution and to the assessor for Disabled Students Allowance.

For more information about the Disabled Students Allowance and how to apply visit www.gov.uk/disabled-students-allowances-dsas/overview.

UCAS has information and advice for students with disabilities, including access arrangements and financial options.

Note: Higher Education is funded through the Higher Education Funding Council for England and the Special Educational Needs Code of Practice does not apply to students in Higher Education.

See Pre-Schools and Nursery Classes at school

See Day nurseries – Search Results | Pinpoint Devon, Pre-school – Search Results | Pinpoint Devon, School nurseries – Search Results | Pinpoint Devon, or School-Run Pre-School Archives – Schools Information – Education and Families (devon.gov.uk)

To find out what each school provides for SEND click the link to their SEND information.

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child.

Admissions to primary schools in Devon are managed by the Torbay Local Authority in consultation with Devon County Council.

Help and advice for parents and carers on the attendance of their children at school.

Find out if your child is eligible for help with the cost of home to school transport.

All children in reception, year 1 and year 2 automatically get free school meals but you should still register your child to receive free school meals if you are eligible. By doing this your child’s entitlement can be checked on a regular basis so that their school can receive valuable additional funding for every child receiving a free school meal.

To find out what each school provides for SEND click the link to their SEND information.

The Government allows colleges to offer courses to pupils aged 14-16 who wish to access practical and technical education.

South Devon High School, based at the South Devon College Paignton Campus, is an exciting opportunity for pupils studying at Key Stage 4.

Our curriculum is designed to help pupils succeed and prepare for their next steps into further and higher
education and employment.

At South Devon High School pupils are invited to study in an environment where they will be treated like the young adults they are. The High School boasts an extensive enrichment programme offering a variety of activities, helping to deliver a healthy all-round learning experience.

Pupils entering Year 10 have the opportunity to join us to study up to 9 GCSEs in core subject areas, including English, Maths and Science, with a choice of specialist technical qualifications, all delivered in small class sizes.

Class sizes at South Devon High School are typically only 18 pupils or fewer. We believe this makes a huge difference in the learning experiences of our pupils, enabling our dedicated team of tutors to deliver
personalised support.

Contact details:

Tel: 01803 540 332

Email: sdhsadmin@southdevon.ac.uk

Address:

South Devon High School
Vantage Point
Long Road
Paignton
TQ4 7EJ

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their child or young person.

Admissions to secondary schools in Devon are managed by the Torbay Local Authority in consultation with Devon County Council.

Help and advice for parents and carers on the attendance of their children at school.

Find out if your child is eligible for help with the cost of home to school transport.

All children in reception, year 1 and year 2 automatically get free school meals but you should still register your child to receive free school meals if you are eligible. By doing this your child’s entitlement can be checked on a regular basis so that their school can receive valuable additional funding for every child receiving a free school meal.

All students within our Sixth Form follow an agreed study programme which comprises their academic studies, tutor periods and enrichment. We intend that the acquisition of subject specialist knowledge combined with life skills and an understanding of the world around them, will equip our students for their future and enable them to make informed decisions. 

If you have any questions about what we can offer you, please get in touch.

Mr. J. Haines – Head of Sixth Form

Email: sixthform@brixhamcollege.co.uk

Telephone: 01803 858271

Torquay Academy Sixth Form encourages all of its students to aspire to the highest levels of achievement and enables them to prepare for adult life. We offer a broad range of qualifications and encourage each individual to choose a balanced and challenging combination of courses appropriate to their strengths, interests and ambitions.

Sixth Form studies are designed to ensure exam success and help students become independent thinkers and learners – not only through their main examination courses but also through the acquisition of key skills, involvement in extra-curricular activities and a highly effective tutorial support and guidance structure.

We aim to combine a friendly and informal atmosphere with high expectations and high standards of achievement. The choice you make about which path to take at the age of sixteen will influence the future direction of your life. It is a critical decision. We aim to ensure that you never have cause to regret choosing Torquay Academy Sixth Form.

Contact:

Telephone: 01803 329351, 
Email: admin@TQacademy.co.uk

Torquay Academy
Cricketfield Road
Torquay
TQ2 7NU

The only co-educational grammar school in the bay, Churston Ferrers Grammar School has a forward-looking approach in Years 12 and 13. You’re getting ready to move on to university or work, so as well as helping you get the grades you need, we prepare you in plenty of other ways, from work experience to mock interviews, UCAS fairs to individual careers advice and help with meetings with employers.

We have a reputation for strong pastoral support and a laid back approach. That’s because we know how demanding A levels are, so we make sure you have a supportive and relaxing environment to study in.

Contact us:

Churston Ferrers Grammar School
Greenway Road
Brixham
Devon
TQ5 0LN

Phone: 01803 842289

Email: secretary@churston.torbay.sch.uk

Our collective mission here is to ensure that every single student leaves after two years with as many options open to them as possible. We achieve this through developing character skills, academic confidence and self-esteem. This ensures that when the time comes for our students to leave us, they have the fundamental qualities to embark upon successful careers in any field they choose. Put simply, we want to enable them to be the very best versions of themselves.

Contact:

Phone: 01803 653756

email: sixthformadmin@tggsacademy.org

Torquay Girls’ Grammar School

30 Shiphay Lane, Torquay TQ2 7DY

Exeter College is a thriving and growing tertiary College which places teaching, learning and student success as our top priority. We enjoy an excellent regional reputation with an ambition to be an exceptional college.

An Ofsted Inspection in 2022 resulted in the College retaining the impressive accolade of Outstanding. The College also scored the top assessment of ‘strong’ for its approach to meeting the skills needs of the area. This makes Exeter College the first College in the country to achieve the highest judgement in both elements of Ofsted’s new enhanced inspections.

We have high expectations of our students and staff and each year their combined efforts result in excellent exam grades, outstanding training successes and brilliant music, art, sports and community achievements. We welcome students of all ages and abilities and our tutorial and learner support programmes are designed to meet their needs; challenging them to reach their full potential.

Contact:

Tel: 01392 400500

Email: info@exe-coll.ac.uk

Exeter College
Hele Road,
Exeter, Devon, EX4 4JS

If you are wondering what to do after GCSEs we can help. Our courses are developed to help you reach your full potential. To do this we combine your qualification with work experience and personal skills and development to make you stand out from the crowd. We want to make sure that you are well prepared for the workplace or higher education no matter what you decide to do with your future.

If you are aged 16-18* and on a full-time course with us, you will be participating in the Study Programme. The Study Programme has been developed because we want to help everyone leaving school become well prepared for the workplace and higher education. Our aim is to broaden your experience; combining a specialist qualification, with skills including English and mathematics as well as preparation and participation in employability. For learners with Special Educational Needs and Disabilities (SEND), this is an essential part of Preparing for Adulthood. We therefore promote independence as much as possible within the study programme, resulting in bespoke approaches to supporting each individual.

*if you are aged 19+ and have an EHCP you are funded as a 16-18 Study Programme Learner.

Contact:

Phone: 0330 123 4782

Email: customer.services@bicton.ac.uk 

Bicton College, East Budleigh, Budleigh Salterton, Devon EX9 7BH

Thinking about the next step Post-16 can be a difficult and stressful time, but is a crucial decision for the young person to take. There are a number of options to consider, including South Devon College, Exeter College, Project Aspire, jobs, apprenticeships, and a number of bespoke opportunities. One exciting opportunity is to apply to stay on and join our Sixth Form, which is now over five years old and has developed a reputation for improving the work-readiness of students, and indeed has been successful at helping students get jobs and apprenticeships on leaving the Sixth Form. These options do not all suit all students, but anyone who is interested will be supported through Careers Education and Guidance to make a decision with which they are comfortable and which is in their best interests. Many students like the continuity of staying on and having the opportunity to embark on a long-term work placement with the support of a Job Coach. Students not yet ready for work enjoy improving their confidence and skills whilst experiencing structured work situations.

Contact:

Headteacher – Mr M Lock

Tel: 01803 327902

Combe Pafford School
Steps Lane
Torquay
Devon
TQ2 8NL

Here at the College everything we do is built around you as a student. We will help you make the most of your time with us and progress to the next stage of your life, whether that is further or higher study or employment. Our passion for learning is unwavering and we pride ourselves in delivering an excellent experience for you through your personalised programmes of study. We offer a wide range of courses and qualifications for students of all ages, backgrounds and abilities, which are designed to help you develop your skills, knowledge and confidence and progress into employment in your chosen career or to higher education.

At South Devon College, we take our responsibility to support your learning very seriously. That’s why our dedicated Learning Support Team offers a range of services to assist your learning.

The identification of your individual learning support needs could be the key to your success. If you have a learning difficulty or sensory impairment that has been identified in the past such as, dyslexia, dyspraxia, ADHD, autism or dyscalculia, have a Statement (SEN)/ EHCP, have been in special education, or you are worried that you are not finding some learning as easy as you expected, then we can help you.

During the application process you are provided with the opportunity to inform us of identified or possible support requirements. This early identification of needs will allow time for the planning of support, however support plans can be developed and reviewed throughout the course and learning programme.

A member of our dedicated Learning Support Team at South Devon College will be available to meet with you and put a specific support plan together for you.

Contact:

Phone: 0800 0380 123

Email: enquiries@southdevon.ac.uk

South Devon College

Vantage Point
Long Road
Paignton
TQ4 7EJ

ROC College is a specialist college that provides education within Cornwall, Devon and Somerset. We work with young people between the ages of 16 and 25 with Education, Health and Care Plans.

We are a college that believes teaching and learning takes place in your community, not just the classroom.

We deliver a range of personalised and accredited programmes that support students to transition into adulthood by developing independent living skills, providing therapeutic input and building employability skills.

ROC Skills & Wellbeing provide services across Devon and Cornwall where you can meet new people, improve your skills and gain qualifications.

Contact:

Tel: 01803 868550

Email:  info.Devon@unitedresponse.org.uk

Oakwood is a specialist college.

At Dawlish we provide learning programmes for around 80 learners, a small number of whom enjoy the residential experience in our onsite shared property, and in single and shared flats and houses in the nearby area.

We also have a lot of learners out on work experience – in fact almost every learner at Dawlish goes out at least once a week to a workplace.  We have some great work opportunities here – with learners working in cafe chains and retail, and we have some relationships with some big employers  like English Heritage and supermarkets. We are really close to Exeter too so there are lots of opportunities  for learners to find a placement they are excited about.

Contact:

Telephone: 01626 864066
Email: enquiries@oakwoodcourt.ac.uk

Oakwood Court College
7/9 Oak Park Villas, Dawlish
Devon EX7 0DE

Our Sixth Form aims to develop the skills necessary to ensure a smooth transition from our school to further education, employment, training and social or health care provision. Most of our Sixth Form students come from our school and may stay for up to three years, depending on their transition plan.

The Sixth Forms core aim is to prepare students for adulthood (Preparation for Adulthood agenda) and this runs throughout the curriculum and individual learner outcomes linked to their Education, Health and Care Plan Annual Review Home-School Agreement targets, ensuring that students reach their full potential. There are two curriculum pathways: Engagement Path and Subject Specific Path. These pathways continue to offer strong emphasis on developing communication and life skills and transferring and applying these in real-life context, where appropriate, pupils’ access nationally recognised qualifications in BTEC Pre-Vocational Skills and Functional Skills English, Maths and ICT. Further information about the Sixth Form curriculum can be found in our Learning to Live Curriculum Policy.

Contact:

Phone: 01803 864120
Email: admin@bidwellbrook.devon.sch.uk

Bidwell Brook School
Shinners Bridge
Dartington
Totnes
TQ9 6JU

We provide specialist education for young people age 16-25 with a wide range of vision impairment and other additional and complex needs. These vision impairments and complex needs might include:

• Profound and Multiple Learning Difficulties (PMLD)
• Autistic Spectrum Disorder (ASD) 
• Severe Learning disabilities (SLD) 
• Moderate Learning needs (MLD) 
• Multi-Sensory Impairment (MSI) 
• Cerebral Palsy 
• Physical Needs 
• Social and emotional needs
• Complex communication difficulties

Our specialist school and college is based at a 13 acre campus in Exeter, Devon, which has enviable on-site facilities that are adapted for the needs of our young people. 

The college provides students with vision impairment and other complex needs with educational opportunities through a dedicated learning experience. This aims to help them develop key skills needed for everyday life.

Contact:

Telephone: 01392 454200
Email: enquiries@infocus-charity.org.uk

InFocus Charity
Topsham Road
Countess Wear
Exeter
Devon
EX2 6HA

We aim to create a safe and fun environment for all our learners and strive to help them get they education they deserve to put them on the right track. 

We offer small group sizes, dedicated tutors, 1:1 mentoring, and bespoke programmes, which larger institutions cannot. We’ve helped students who haven’t succeeded elsewhere.

Learners may gain confidence and work-related skills in Horticulture, Catering, and Digital Skills along with functional Maths, English, and IT.

Qualifications aren’t enough. We emphasise employability to prepare for the workplace. This could mean helping students enter a Traineeship, Apprenticeship, or Further Education programme. Our Work Coaches provide advice and guidance on progression routes and arrange internal and external work experience placements.

We’re special because we help our students with social skills and coping mechanisms, such as building confidence, reducing anxiety, and integrating into small groups. We help learners take advantage of every opportunity by working closely with The Prince’s Trust and other local providers, providing a programme of fun trips and activities during the summer holidays, and participating in fundraising/community projects to foster a sense of ‘belonging’.

Contact:

Call: 01803 551 551

Email: info@eatthatfrog.ac.uk

91 Union Street,

Torquay

Devon

TQ1 3DG

The Pad, 89 Torquay Rd,

Paignton,

Devon

TQ3 2SE

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school for their young person. This may include sith form at schools or colleges in Devon.

Find out if your child is eligible for free transport to sixth form or college and how to apply.

The Enhanced Speech and Language Provision at Barton Hill Academy is a small class of 10 children (aged 4-8) from South Devon and Torbay, who receive intensive speech and language therapy and specialist teaching to help overcome their severe communication difficulties.

The aim of the Enhanced Speech and Language Provision is to ensure that children acquire good language skills so that they can successfully reintegrate into their local mainstream schools.

The children integrate successfully with the children at Barton Hill Academy during their time here and have access to playgrounds, assemblies, shows and educational visits to provide a rich and diverse learning experience.

Admissions Criteria

All admissions are administered through the Special Education Team at the Local Authority. Children attending the Unit have an Education, Health and Care plan (EHCP) specifying their speech and language difficulties.

To access the enhanced provision for speech, language and communication difficulties at Barton Hill Academy the child should:

• be known to the speech and language therapy department and be on the waiting list;
• be in the Torbay and South Devon catchment area, (this covers Torbay, Newton Abbot, South Hams and West Devon and Teignbridge);
• be in receipt of an EHC plan specifying speech, language or communication needs as the primary area of need;
• be admitted when a place is available, or when the child is ready to access the intensive structure of the provision. This can be from the beginning of the Foundation Stage of education, until the beginning of Y2, the children will remain for as long as in necessary, or until the end of KS1, or exceptionally within Y3;
• have a level of functioning and ability indicative of a child who does not experience a learning need, that would inhibit full access to the provision;
• have an established need for intensive speech and language therapy

Barton Academy other in-house enhanced provision

The following 2 other enhanced provision at Barton Academy ane managed by the school and are not managed by the Local Authority (LA).

• Rockpool Class – ASC Provision
• Ocean Class – SEMH Provision

Please talk directly with Barton Academy if you would like your child to be considered for admission within either of these enhanced provisions.

The Nest provides 16 places for children of primary school age, who have a medical diagnosis of autism.  We currently provide for children in all of the year groups, aged 5 – 11, that Preston Primary caters for.

All 16 children are capable of receiving a mainstream education, but will require some adult support and intervention at different times through the day.

All children are different from one another, including those in The Nest, which is why we plan different levels of inclusion and integration for each individual child. 

All of the staff at Preston Primary have had Level 1 Autism Training from the Autism Education Trust.

We nurture, enable, support and use teamwork.

Nurture: we care for the children, protect them, and help them develop into successful individuals.

Our main priority is for the children in The Nest to feel that they are in a safe and secure environment. All children need to feel safe and secure in order to be able to learn effectively.

We have firm and consistent boundaries, along with clear rewards and consequences.

Enable: “give someone the means to do something; make it possible for”

It is important that children become as independent as possible around school.  We work with the children on developing their social and learning skills, to promote independent learning, as appropriate.

Support: every child in The Nest has an individually planned timetable that we have developed to suit their own needs. The majority of the children spend part of each day in the mainstream areas of the school. During different activities, in different areas, the children are regularly supported by staff from The Nest, for reasons of consistency, familiarity and experience.

Teamwork: the staff in The Nest are just one small part of a team that works collaboratively for the benefit of the children. The team includes the child, the parents, the SEN team, the pastoral team, mainstream staff, leadership, outside agencies, including healthcare professionals…the list goes on and on.

Once a month, we have a drop in session, in the school library. This is an informal meeting, with refreshments, and is an opportunity for parents to talk to each other, to the staff and to a member of the pastoral team, about any concerns, or celebrations. Any member of the school community is welcome to attend these sessions.

These are some thoughts we have collected, about The Nest:

“An opportunity to access mainstream education with a happy, safe haven to return to when necessary.” Preston staff member, The Nest

“A safe, nurturing, learning environment” Parent of a mainstream pupil

“Happy, warm and friendly.” Preston staff member

“The adults in The Nest keep us safe and help us go to mainstream.” KS2 pupil, The Nest

“The Nest is for children who want to come to Preston, but their brains work a bit differently.” KS2 pupil, Mainstream.

“I love the way the staff explore different avenues to suit the needs of the individual children.” Parent of a KS1 Nest pupil

“The Nest enhances the children’s learning & emotional experience within a safe and nurturing environment, with excellent support from caring staff, allowing the children to blossom both academically and socially.” Parent of a KS2 Nest pupil

Admissions Criteria

Places at the enhanced provision for Autistic Spectrum Condition are allocated by the Local Authority and will be named on the students Education, Health and Care plan (EHCP) either following an Education, Health and Care (EHC) needs assessment or following an Annual Review of the students EHCP. 

• If the child is already within the local area they will be known to the Nest Team via outreach which should be asked for first. Where this child is joining us from a Nursery.
• The child will have an EHCP, which clearly states autism, not just autistic traits, as the primary area of need.
• The child will have a medical diagnosis of autism.
• We are a mainstream enhanced provision so the child should be capable of being in a mainstream classroom for at least part of the time. Each child is unique, so the parts of curriculum accessed, will be built up slowly starting with their strengths to help with confidence and resilience. However, if the child is not making any progress after the first year and isn’t accessing mainstream at all we will have an interim review to discuss future options and make a plan for the child to ensure that their needs are being met by us or more specialist provision.
• When a child transitions into the provision, they will initially be part time. During this period, the child will remain on the role of their previous mainstream school until the transition is complete.
• If a child has been fully integrated into mainstream at Preston for a long period of time we would look to re-integrate them back into their local mainstream school.

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, aged 4 – 11. 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 (Levels 2, 3 and 6) 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 most 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.

Admissions Criteria

All pupils must have an Education, Health and Care plan (EHCP) which identifies that they have a moderate to profound hearing loss. Admissions are managed by the Torbay Local Authority SEND Team.

Chestnut is a centre for children aged 5-11 years, experiencing complex social, emotional and mental health difficulties.  We have twenty places available. The main aim of the centre is to support children to be able to move back into mainstream provision or to signpost them to a specialist provision that can meet their needs.

At Chestnut we look at the whole child as an individual, and we assess all areas in depth to create tailored plans for each child. Many of the children do successfully move on to mainstream provision. We offer a supported transition when we feel children are ready to move on.

Admission Criteria

Admission to Mayfield, Chestnut Centre is through the Torbay Local Authority pupil placement panel.

We take children who have significant emotional needs that make it difficult for them to learn successfully in a mainstream school.

Children who attend the special school must have an Education, Health and Care plan (EHCP).

At the annexe we take children who have been permanently excluded for an assessment period. These children may or may not have an EHCP.

Combe Pafford is a thriving special school which successfully caters for boys and girls, aged between 7 years and 19 years, who have moderate learning difficulties, physical difficulties or autism. 
    
They have a strong commitment to provide an environment where pupils feel happy and safe, not to fear failure but to grow in confidence, increase self esteem and understand their capabilities in preparation for life outside and after school.

Headteacher: Mr Michael Lock
DfEE No: 7041

Admission Criteria

The primary designation of Combe Pafford School is Moderate Learning Difficulties (MLD), although some pupils may also have Autism or Physical Difficulties. All pupils must have an Education, Health and Care plan (EHCP) and admissions are managed by Torbay Local Authority SEND Team.

Pupils with Moderate Learning Difficulties (MLD):

Pupils with MLD will have attainments significantly below expected levels in most areas of the National curriculum, despite appropriate interventions. They have much greater difficulty than their peers do in acquiring basic literacy and numeracy skills and in understanding concepts. They may have associated speech and language delay, low self-esteem, low levels of concentration, under-developed skills, communication and interaction or physical difficulties.

To access a place at Combe Pafford School the child:

• should be in receipt of an Education, Health and Care (EHC) plan naming moderate learning difficulties as the primary area of need; and
• for the main school, pupils should be between 7 and 16 years of age (Y3 – Y11), though admission at Key Stage 4 (Y10 & 11) would occur only in exceptional circumstances;
• for the Sixth Form, students should be between the ages of 16-19 (Y12 – Y14), admissions priority will be given to Combe Pafford School pupils, but students may also be admitted through consultation with the Local Authority if they fit the general admissions criteria.
• requires access to an appropriately differentiated, broad and balanced curriculum; and
• should exhibit a level of ‘vulnerability’ requiring an educational environment offering a high the level of social and emotional support.

Children with an Autistic Spectrum Condition (ASC):

Pupils with an ASC placed at Combe Pafford will have moderate learning difficulties, but also have significant needs on the ASC spectrum and find it difficult to:

• understand and use non-verbal and verbal communication;
• understand social behaviour, thus affecting their ability to interact with both children and adults; and
• think and behave flexibly, this being demonstrated in restricted, obsessional or repetitive activities.

They find it difficult to understand the social behaviour of others, are literal thinkers and fail to understand the social context. When routines are changed, or when settings don’t meet their needs, they can become anxious or stressed. This can result in inappropriate behaviour.

Some pupils with an ASC have altered perceptions of sounds, sights, smell, touch and taste that affect their response to these sensations. They may also have unusual sleep and behaviour patterns.

Young children with an ASC may not play with toys in a conventional and imaginative way, but use them rigidly and in a repetitive manner. They find it hard to generalise skills and have difficulty in adapting to new situations, instead preferring a known routine.

For admission to the autistic spectrum base within Combe Pafford School the child should:

• have an EHC plan that identifies both MLD and an autistic spectrum disorder as the primary areas of need;
• require access to an appropriately differentiated, broad and balanced curriculum;
• require a high the level of social and emotional support;
• be able to, or capable of, developing spoken language, (although this may need to be initially supported by an appropriate augmented system of communication such as PECS);
• demonstrate a level of tolerance and have a behaviour profile that would make mainstream education inappropriate.

Physical Difficulties (PD):

As a general principle of policy, the Local Authority does not place children whose primary area of need is a physical and/or medical difficulty in special schools.

Only children who present physical and/or medical difficulties together with moderate learning difficulties will be considered for placement at the school.

For further information about admission to the school please contact the SEN team at Torbay LA

Mayfield School is for pupils with severe and profound learning difficulties, aged 3 – 19. The main school site is purpose built and includes sensory and soft play rooms, a hydrotherapy pool, specialist curriculum classrooms and spacious grounds which are currently being developed. The school enjoys pleasant surroundings and is close to two other schools, a Children’s Centre and local amenities such as parks and shops.

All members of the school are very proud to belong to it because it is a caring, safe, supportive and fun place to be. They are committed to the rights of their young people to receive an appropriate and meaningful education and believe that it is essential to celebrate the smallest steps of achievement. They are also committed to safeguarding their pupils through policy and practices that are clearly designed to protect them from harm.

We have 3 sites:

• Mayfield School
• Mayfield College  (aged 15 – 19)
• Mayfield Chestnut (aged 5 – 11)

Headteacher: Mr Stuart Heron
Nursery: Yes
DfEE No: 7042

Admission Criteria

Pupils admitted to the School must have an Education, Health and Care plan (EHCP) which identifies that they have severe or profound learning needs. Admissions are managed by the Torbay Local Authority SEND Team.

The Academy is the designated secondary school in Torbay for students with anxiety/phobic difficulties.  As such, we have local authority funded places to ensure that Torbay has educational provision available for young people with a range-related difficulty.  This provision is based off-site at the Great Parks Community Centre and provides bespoke education for students placed by the local authority.  We tailor educational programmes for individuals that include core subject lessons plus humanities and physical activities.  The aim of the provision being to provide a step back into formal education, improve social interaction, and promote a desire to learn within students.

Admissions Criteria

Students must have an Education, Health and Care plan (EHCP) which identifies that they have anxiety/phobic difficulties. Admissions are managed by the Torbay Local Authority SEND Team.

The Spires College is proud to be a designated secondary school in Torbay for students who have high level Autistic Spectrum Condition (ASC) needs.  As part of this provision we have specialist staff and LSAs with training and experience that allows us to offer specialist support for students on the Autistic Spectrum who would otherwise struggle in a mainstream school. 

Admission Criteria

Places in our enhanced provision are allocated via the local authority SEND Team.  Students must have an Education, Health and Care plan (EHCP) and a full Autistic Spectrum Condition (ASC) diagnosis. 

The ASC is an Enhanced Provision which operates through, and is attached to Brixham College.

Pupils with an ASC cover the full ability range but find it difficult to:

• understand and use non-verbal and verbal communication;
• understand social behaviour, thus affecting their ability to interact with both children and adults; and
• think and behave inflexibly, this being demonstrated in restricted, obsessional or repetitive activities.

These pupils have difficulty in understanding the communication of others and in developing effective communication themselves. In some cases this may result in a delay in learning to speak and, in some instances, of never developing meaningful speech.  They find it difficult to understand the social behaviour of others, are literal thinkers and fail to understand the social context. When routines are changed, or when settings don’t meet their needs, they can become anxious or stressed. This can result in inappropriate behaviour.

Some pupils with ASD have altered perceptions of sounds, sights, smell, touch and taste that affect their response to these sensations. They may also have unusual sleep and behaviour patterns. Young children with ASD may not play with toys in a conventional and imaginative way, but use them rigidly and in a repetitive manner. They find it hard to generalise skills and have difficulty in adapting to new situations, instead preferring a known routine.

The provision offers up to 18 students across the Torbay region, the opportunity to access an inclusive learning and support setting. In addition, the provision works with each student to ensure that they are able to access and benefit from the mainstream secondary provision that Brixham College offers to all its students.

The ASC provision caters for those student with a diagnosis of Autism and, have been assessed and awarded an Education, Health and Care plan (EHCP) in relation to these needs. 

Admission Criteria

Applications for a funded ASC placement are accessed via Torbay Council SEND team. Each application is assessed for suitability for an enhanced provision place in which this is facilitated via a specialist panel held annually by the Torbay SEND Team.  All places are allocated via Torbay Council with our assessment on each student as to how we can meet the students SEND needs. 

To access the enhanced provision for communication and interaction difficulties at Brixham Community College the child should:

• have an Education, Health and Care (EHC) plan naming Autistic Spectrum Condition (ASC), as the primary need;
• Have recieved a diagnosis of ASC from an appropriate health professional.
• usually be between 11 and 16 years of age (Y7– Y11),  though admission in Y10 & 11 would only occur in exceptional circumstances;
• have a level of functioning and ability indicative of a child who does not experience severe learning difficulties;
• require access to an appropriately differentiated, broad and balanced curriculum;
• require a high the level of social and emotional support;
• be able to, or capable of, developing spoken language, although this may need to be supported by an appropriate augmented system of communication;
• have a level of tolerance and a behaviour profile that suggests inclusion in mainstream activities is appropriate for a significant percentage of the timetable (if not immediately, within a reasonable period of time).

The Spires College is proud to be the designated secondary school in Torbay for students with hearing impairment.  As such, we have local authority funded places to ensure that Torbay has educational provision available for young people with a range of hearing loss.  As part of this provision, we have a Hearing Support Centre led by a specialist teacher of the deaf, Mr Lee Fullwood, and LSAs with training and experience that allows us to offer specialist support for students with hearing loss.

Where necessary, we tailor educational programmes for individuals that include regular lessons delivered by Mr Fullwood.  The Hearing Support Centre is purpose built especially for use with students with hearing impairments and the college operates a FM system linked to hearing aids to ensure that our students with hearing loss can access mainstream lessons. 

Admission Criteria

Students must have an Education, Health and Care plan (EHCP).

Places at the enhanced provision for hearing impairment are allocated by the Local Authority and will be named on the students EHC plan either following an Education, Health and Care plan (EHCP) needs assessment or following an Annual Review of the students EHCP. 

To access the enhanced provision for hearing impairment at Spires Academy the child should:

• Be in receipt of an EHC plan naming sensory and physical difficulty and specifying a hearing impairment as their primary need;
• Be a child with at least a moderate hearing loss (41-70 db). Admissions for these pupils are managed by the Local Authority (SEN Team and Hearing Impaired Advisory Service).  
• Be between 11 and 19 years of age;
• Have a level of functioning and ability indicative of a child who does not experience severe learning difficulties; and
• Require access to an appropriately differentiated, broad and balanced curriculum and be included in mainstream activities for a significant percentage of the timetable. 

In addition, priority will be given to pupils transferring from special provisions for children with a hearing impairment, either primary, such as St Margaret’s School, or other specialist secondary provisions.

Brunel School is a specialist provision for learners aged 11 to 16-years-old whose needs cannot be met within a mainstream environment. All students have an Education, Health and Care Plan (EHCP) in relation to their Social, Emotional and Mental Health (SEMH) needs.

A strong wrap-around approach at the school enables learners to build their confidence, overcome barriers to learning and progress to a positive next step in their lives.

Our high-quality, professional staff brings out the best in all learners through a personalised approach, enabling them to achieve beyond their expectations. Time with us can significantly improve a young person’s chances in life due to our mixture of high-quality teaching and nurturing.

We believe that all learners have the ability to succeed and make the most of the next stages of their lives. We promote key life skills so that they have the confidence and tools to go on whatever journey they wish.

The Brunel School is part of the Special Partnership Trust

 DFE: 7046

Admissions Criteria

Places at Brunel School are allocated by the Local Authority and will be named on the students EHC plan either following an Education. Health and Care (EHC) needs assessment or following an Annual Review of the students EHC plan. 

Mayfield College is for pupils with severe and profound learning difficulties, aged 15-19.

Here at Mayfield College we aim to provide students with the skills that they need to be as independent as possible.  We offer a variety of opportunities that match pupil’s needs and wishes based on their ‘Person Centred Annual Reviews’.  The curriculum includes:

• Functional skills Literacy, Numeracy and ICT
• Volunteering in the community
• Internships
• Enterprise
• Shopping
• Cooking school meals
• Horticulture
• Cleaning and maintaining our environment here at the College
• Access to the local gym and swimming pool
• Travel training
• Personal safety awareness
• Creativity
• Taiko drumming

Admission Criteria

Students admitted to the College must have an Education, Health and Care plan (EHCP) which identifies that they have severe or profound learning needs. Admissions are managed by the Torbay Local Authority SEND Team.

MTS is here to put young people with agreed health issues into a position where they can access full-time education.

Torbay MTS is a small setting with a big heart, providing a wide range of educational, therapeutic and reintegration opportunities for young people who possess medical need in Torbay. The majority of our cohort are unable to attend their on-roll school as a result of their complex medical needs and have a history of poor attendance and slow progress as a direct result. Their place at MTS relies upon meeting strict Admissions criteria, which then informs the bespoke curriculum and therapeutic offer that is designed for each individual.

Admissions process

A child or young person of secondary school age has a health need that is disrupting their education.

• Long-term health need (intermittent absence)
• Emotional and mental health
• Complex needs/Other

1. A referral is made to the Torbay Medical Panel (prp@torbay.gov.uk) which assesses each individual case and decides on the most appropriate placement for the young person.
2. When the young person is offered a place at MTS, the MTS team will convene a meeting of all the relevant professionals. They will discuss the young person’s needs and agree to a support plan, setting out how the student’s health needs are to be met and what outcome would be best for them in the agreed time frame.
3. A key professional will be identified as the first point of contact at MTS and the on roll school.
4. The on roll school completes the necessary admissions forms and sends them to jhunter@medicaltuitionservice.org.uk. These need to be completed within two weeks of the placement agreement, when the placement will begin. A letter from the medical consultant referring the young person must be provided.
5. A meeting is set between the MTS Admissions Team and the young person, including the parents or carers – in the two week admissions period. The young person will complete the baseline assessments either on site or remotely, to help us create an individualised learning and therapeutic plan.
6. In the first instance, the MTS placement is offered for two terms. Regular six weekly Transition Review Meetings are held to check and review progress.
7. The transition process begins two weeks before placement is due to end. Reintegration into the on-roll school or suitable alternative provision is supported by our reintegration team.

• Email: office@​medicaltuitionservice.org.uk
• Tel: 01803 222208

Since Torbay is a small area within Devon, some parents may wish to widen thier search for thier prefered school to be named on their child or young person’s EHCP.

Admissions to special schools in Devon are managed by the Torbay Local Authority SEND Team in consultation with Devon County Council.

Independent schools for pupils with special educational needs, including those approved under section 41 of the Children and Families Act.

Help and advice for parents and carers on the attendance of their children at school.

Find out if your child is eligible for help with the cost of home to school transport.

All children in reception, year 1 and year 2 automatically get free school meals but you should still register your child to receive free school meals if you are eligible. By doing this your child’s entitlement can be checked on a regular basis so that their school can receive valuable additional funding for every child receiving a free school meal.

Access also aims to raise awareness of d/Deaf culture and understanding by providing Deaf Awareness tuition and signposting to other professional bodies where appropriate.

Access Communications is about supporting deaf YPs in becoming more resilient, independent, confident in being able to access an educational setting / being able to cope with life challenges with their particular disability.

Access support in a variety of ways, for example by using – British Sign Language (BSL up to Level6) Sign supported English (SSE), Deaf Mentoring, Notetaking, Language Modification and can provide an enabling or ‘Buddy’ service.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 07510 924639

Email: info@accesscommunication.co.uk or andy@accesscommunication.co.uk

Adelong Outdoor Education and Evolve Psychotherapy have an established close working relationship and proven track record in Adventure Therapy.

Adelong Evolve specialises in working with Young People (aged 11 to 18) with:

•  Autistic Spectrum Condition
•  Mental Health Problems
•  Behavioural Problems

Adelong Evolve understands the importance of building a co-operative and trusting relationship with our clients.  Our programmes are built around the principles of Cognitive Behavioural Therapy (CBT), which is delivered through youth work, outdoor adventurous activity and mindfulness.

Adelong Evolve’s Adventure Therapy programmes encourage constructive challenge, build confidence and allow young people to discover themselves.

We have a strong network of fully qualified staff – psychotherapists, outdoor specialists, coaches and youth workers which means we can tailor our programmes to suit individuals or small groups.

By creating challenges, providing experiences and modelling appropriate behaviour, Young People are encouraged to learn and understand how to regulate their own behaviours.

We work on a one to one basis or provide small group work programmes.

Venues are chosen depending upon the programme designed for the Young People.  Generally our programmes are delivered within Torbay.  On occasions we may travel to Dartmoor to explore or maybe have a trip to Exeter or Plymouth to use the climbing walls.  We are also able to deliver programmes in Exeter and Plymouth.

All of the staff working for Adelong Evolve are insured to transport the Young People they work with.  We collect the Young People from their home and drop them back at the end of the session.  This is included in the cost of the session.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Who to contact:

Referral Details: Please contact Nigel or Charlie to receive information about Adelong Evolve’s referral process

Contact Name: Charlie (Adelong) or Nigel (Evolve)

Telephone: Charlie – 07816 889633 or Nigel – 07712 706680

E-mail: charlie@adelong.co.uk

Bale’s Farm offer a bespoke therapeutic session for those who feel they would enjoy the many benefits
from ecotherapy, such as lowering stress, reducing symptoms of anxiety and depression. As well as support with growth and healing for mental health.

The provision is based at a smallholding in Daccombe, we will have a range of indoor and outdoor spaces to use and there will be a variety of animals including goats, chickens, ducks, rabbits and guinea pigs.

Bale’s Farm will also provide an opportunity to learn practical life skills, develop independence and the importance of responsibility.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 875280

Email: Hay@balesfarm.org  or alison@balesfarm.org

Bales Farm

Normans

Daccombe

TQ12 4ST

Breakthrough Transformation Trust is a charity that is passionate about seeing young people, and their families, succeed.

We aim to improve the educational provision for students with Special Educational Needs (SEN); empowering and equipping them to be the best that they can be.

Our transformative work builds hope and gives the people we work with faith in the future. Breakthrough aims to deliver the best possible service to our students, and our colleagues are a huge part of this. We are here to change lives for the better, and we therefore work unconditionally; always aiming to go the extra mile.

Every young person is included in all aspects of college life. They are welcomed at the start of the day,
experience 1:1 teaching from a therapeutic viewpoint, and eat their lunch as part of the community, if they feel able. Families and carers are also fully involved. Curriculum – Students can choose from a broad range of subjects based on the national curriculum and gain nationally recognised qualifications, including GCSEs, A Levels and Functional Skills. Our learners can learn at their own level, with a personalised academic and therapeutic programme that is designed exclusively for them.

We prepare each student for adulthood with independent living and community skills, work experience and help with living a healthy life.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01626 911456
Email: info@tborg.org or phil.reynolds@tborg.org

The Community Support Team is a Community Interest Company that was set up to provide bespoke educational, support and care packages within the education and social service sectors. We work closely with local authorities, SEN and inclusion teams, schools and specialist educational establishments, social workers and other professionals to provide the best outcomes for the young people we support.

We provide alternative provision through 1:1 mentoring and tutoring for:

• Young people refusing to attend due to anxiety or due to medical reasons 
• Specialists in supporting young people with autism, attachment disorder  and children with complex mental health needs 
• Persistent disruptive behaviours 
• School refusers  
• Transition back into education following illness and exclusion 

We regularly work with, and accept referrals from the following:

• Direct referrals from School SENDCo’s 
• Local Authority: EOTAS –  0 /25 SEN  –  Inclusion Teams 
• YOT inclusion and support Team 
• Medical inclusion and wellbeing Team 

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01626 305 405

Email: contact@communitysupportteam.org or mariashepherd@communitysupportteam.org

Community Support Team, Minerva House, 2 Highweek Street, Newton Abbot,
TQ12 1TQ

Interventions to support the well-being of all young people.

We work directly with Children and Young people who are struggling to engage with education or are at risk of exclusion. We also provide services for those suffering with mental health problems such as low mood and anxiety disorders which impact on their lives.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 07737793365

Email: lesley.southdevoncbt@gmail.com

We believe that every child and young person deserves to flourish. And we know that everyone is different. We create bespoke, one-to-one intervention programmes that are tailored to the needs of the individual. Our alternative programmes have a proven track record in boosting confidence and building resilience in young people.

We can offer support to children and young people who:

• Need reintegration back into the classroom
• Need a personalised timetable
• Are on a managed school move
• Are waiting for a school placement to be identified

We also offer one-to-one intervention services that complement existing services as part of an EHCP and are combined with our rigorous monitoring system.

Our Intervention programme carefully monitors children’s and young people’s progress with our ‘Reintegration Readiness Scale’.

Session and end of term reports, regular evaluation and feedback is also completed to ensure the progress of each child and young person is tracked and shared with referrers.

Our school intervention services include:

• Structured assessments
• Case management
• Evidence-based progress reviews
• Attendance of professionals meetings

At Inspire, we operate in an honest, open and accountable way, with children and young people at the centre of our focus.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

• Office: 01364 388181
• Becki: 07912 667045
• Matt: 07538 791780

Email: matt.hatchell@inspireinterventions.co.uk

Unit 22, Dart Mills
Old Totnes Road
Buckfastleight TQ11 ONF

The Academy is an alternative education provision for learners aged 11 to 16-years-old and whose needs cannot be met within a mainstream environment. In particular, the Academy provides placements for young people in the Torbay area (non-EHCP) who exhibit social, emotional and behavioural concerns.

A strong wrap-around approach at the Academy enables learners to build their confidence, overcome barriers to learning and progress to a positive next step in their lives.

Our high-quality, professional staff bring out the best in all learners through a personalised approach, enabling them to achieve beyond their expectations. Time with us can significantly improve a young person’s chances in life due to our mixture of high-quality teaching, consistency of boundaries and a nurturing philosophy.

We believe that all learners have the ability to succeed and make the most of the next stages of their lives. We promote key life skills so that they have the confidence and tools to reach their full potential as learners and citizens.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Telephone: 01803 326330

Email: admin@lodestaracademy.org.uk

South Parks Road,

Devon, TQ2 8JE

Maker Arts CIC is a community interest company based in the heart of Paignton, Torbay.We offer small groups of students aged 9-16 bespoke courses in mindfulness, employability, art and science.

Our aims:

• To develop confidence
• Facilitate well-being
• Encourage aspirations.

We are particularly interested in supporting those that are anxious, phobic or otherwise disadvantaged. Our end goal is to encourage these students back into the classroom.

We offer three Arts Awards from Trinity College London. Arts Award inspires young people to grow their arts and leadership talents: it’s creative, valuable and accessible.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: Sue – 07858623525

Email: sue@makerarts.co.uk

Maker Arts CIC, Second floor, Parkside Rd, Paignton TQ4 6AE

Equine assisted learning at The Mare and Foal Sanctuary focuses on developing psychosocial and emotional skills through goal-based outcomes. Equine assisted learning provides experiential learning opportunities for participants with our rescued horses and ponies. Equine assisted learning promotes selfdiscovery, insight and the development of emotional intelligence through carefully structured learner-centred sessions. Participants are guided to relate their learning to their life experience and can gain strategies to apply in their wider lives.

In equine assisted learning sessions, participants and equines choose to interact through a variety of groundbased activities. The horses can also choose how much they want to interact in the sessions. The learning is in the doing. People learn through experiencing representative situations in real time, with the horses offering unbiased, immediate feedback about the person’s emotional congruency and behaviours. Equine assisted learning looks at where participants are now and how they can move forward with the help of horses. Participants practice these new psychosocial and emotional skills and strategies in their lives between sessions.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Address:

Education & Equine Assisted Services Team

Coombe Park Equestrian & Education Centre, 

Littlehempston, Near Totnes, 

Devon.

TQ9 6LW.

Office Phone Number: 01803 228255

Education Mobile Number: 07949 530962

Email: education@mareandfoal.org

The Mare and Foal Sanctuary, Honeysuckle Farm, Buckland Road, Newton Abbot, Devon, TQ12 4SA.

The MindSet team has an array of individuals ready and willing to help, from experienced SEN teaching staff and qualified SEN teachers, support workers, retired social worker, children’s psychologist, counsellor, behavioral support practitioner and more. MindSet offer one to one and peer intervention to those who cannot be in an educational setting full time. Group intervention is also available where appropriate and in the interest of those learning.

Offering support to those who need reintegration back into a classroom setting is something we pride ourselves in, along with providing a studentcentered approach and showing patience, understanding and encouragement.

MindSet also offer educational support to students waiting for a more permanent placement to be
found and we also support transitions to a new school placement.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

‘Woodlands’, On Track’s Intervention Centre, is nestled in the beautiful Dartington Estate. The centre has its own unique charm and could not be better suited to support vulnerable children who struggle with the pressures of the modern world.

Our environment provides a peaceful retreat, access to nature and facilities to be creative, play and explore in a safe way.

Our staff are professional, kind and compassionate; with a real desire to make a difference and to see young people achieve their potential.

We offer personalised programs to meet varying needs and abilities and tailor our time to find the right balance between therapeutic intervention and education, for each individual.

We believe in experiential learning and provide safe opportunities for students to become more confident learners; for them to experience success, self worth and an understanding of emotional literacy and regulation.

Consistent use of the therapeutic Thrive Approach, alongside knowledge and application of trauma informed practices and PDA strategies, sees excellent progress in areas of resilience, self expression, positive social interaction, self confidence, self soothing and empathy for others and a marked decrease in anxiety related dysregulation and risk taking behaviour associated with vulnerable young people. 

We work in conjunction with multiple local authority SEN teams to provide a safe and reliable service for young people across Devon and Cornwall. 

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 862774

Email: info@ontrackeducation.com or rfoot@ontrackeducation.com

‘Woodlands’, Huxhams Cross
Dartington
Devon
TQ9 6NS

We offer full or part-time placements for young people, referred by local authorities and schools, who do not find it easy to fit into existing educational provision.

We unlock a young person’s interests and abilities through facilitated experimentation and immersive activity; Through play we help children learn how to make sense of the world around them. It is well known that play can help children develop social and cognitive skills, mature emotionally and gain the self confidence required to engage in new experiences and environments; Recognising we all learn differently we use a balance of play, structured and guided activities to support learners to find an effective way to achievement and success.

Our aim is to find a way for each individual to study in a supportive and social environment, one which is nurturing, involving and has meaning for them.

We offer:

• Play-based academic curriculum support;
• Transitional work in schools;
• Arts Award Certification (Accredited Trinity
  College, London);
• Junior Introduction to Playwork (Accredited
  University of Gloucester);
• Design & Build qualification (Accredited
  University of Gloucester);

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Tel: 07508 396282

Email: carmen@playtorbay.org.uk

We offer one-to-one education support to young people aged 4-16 who are struggling in their educational setting.  

Some of our young people are referred to us as they are between schools.  Some are referred to us as they need a personalised timetable.  Some need to be supported to be successfully reintegrated back into their educational setting.

Whatever the reason for referral, we strive to make learning a positive experience and bring out the best in each individual by:

• supporting them to recognise and overcome any barriers to learning;
• fill any academic gaps in their knowledge, skills and understanding;
• and reengage with education in a positive way that will enable them to exceed that which they thought possible.

We understand that behaviour is a form of communication.  Different people communicate different messages through a variety of behaviours – and these messages communicate a range of underlying needs.  We listen closely to the messages communicated and meet the various and complex needs of each individual.  Fostering positive and respectful relationships is crucial and we support young people to better understand themselves and the impact they have on others.  We don’t just support young people to manage their behaviour but work with them to develop strategies so that they can change their behaviour.  In this way they become more able to behave positively and safely so that effective learning can take place.  

All of our education sessions are personalised to the individual and focus on the agreed priorities and identified additional needs.  Our monitoring and evaluation processes and regular reports ensure that each individual’s progress is monitored, tracked and shared as appropriate.

Education support can be based in the young person’s home or out in the community.

We provide bespoke and personalised tutoring along with Social, Emotional and Mental Health (SEMH) support. We get young people engaged in a variety of activities which meet their interests and hobbies as well as introducing new ones. We prepare young people for exams both functional skills and GCSE along with supporting with applications to college and other post 16 options.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 07912 297578

Email: asmith@progressionservices.co.uk

Reach Outdoors Adaptive & Alternative Education Provision

We offer 1:1 sessions for young people requiring an adaptive or alternative education provision.

We provide a student-led approach that empowers the learner to take control of their experience through a range of outdoor activities.

Activities available include:

• water-confidence sessions,
• kayaking,
• paddleboarding,
• nature trails,
• bushcraft,
• archery and more.

All sessions are run by a qualified instructor, holding the relevant National Governing Body qualifications, enhanced DBS certificate, first aid and safeguarding qualifications. Reach Outdoors is licensed by the Adventure Activities Licensing Authority (AALA).

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 524 950 

Email info@reach-outdoors.com or rich@reach-outdoors.com

Reach Outdoors The Seashore Centre, Tanners Road, Goodrington Sands, Paignton, TQ4 6LP

Riviera Tuition provides alternative provision in the form of individual or group professional tuition. The tuition offered is sometimes online and sometimes at thieir tuition base.

They offer:

• Functional Skills English and Maths GCSE English, Maths, Science, Geography, History (sat at out-sourced exam centre)
• Vocational certificates and diplomas from Level 1 up to Level 3 in Business, Health and Social Care, ICT, Art and Design, Photography, Environmental Studies.
• A-levels available on request (sat at out-sourced exam centre)

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 414 546

Email: admin@rivieratuition.co.uk or emma.walton@rivieratuition.co.uk

Riviera Tuition

42-44, The White House, Suite 5,

The Terrace, Torquay,

TQ1 1DE

What we provide

We provide a “Projects with Purpose” based learning approach to young people with autistic, social, emotional, wellbeing and special educational needs.

Through computer science, gaming, game design, coding, digital graphics, 3D modelling, web development and digital skills for work, we create engagement in individuals who ordinarily resist participation in traditional learning programmes. Our highly effective, adult-led experiences engage learners in practical tasks, reinforcing learning concepts and developing self-worth and self-belief through fun.

Why choose Simply Great Education?

• Simply Great Education is a technology-centred alternative provision.
• Guiding learners through the social and emotional impact of an online world.
• Addressing how technology affects the lives of young people and adults.
• Helping young people who struggle to engage with education.
• Educating in the digital skills sought by industry employers.
• Developed and delivered by industry experts.

We support:

• Emotional Dysregulation (anxiety, low mood, low self-worth),
• Autism Spectrum Disorder (social communication and interaction),
• Behavioural Dysregulation ADHD (hyperactivity) /ODD (Oppositional Defiance Disorder) (avoidance).

Subjects available

• Coding: Coding for games, web coding, and business. Coding is the language of the modern world. We can help you to gain this important new skill. Learn C#, Python, and Java.
• Game design: Learn how to build computer games from the basics to advanced coding. Create characters, control their actions, create graphics and sounds, and learn to program your very first game. Unity, Ready Maker.
• Computer Engineering: Using super small Raspberry Pi computers, create your own arcade console or build a mini-internet. Learn how computers work from the inside out. Raspberry PI, Computer hardware components.
• Web Development: Learn how to craft the web and become empowered online. Create your own blog or social media platform. HTML, CSS, Bootstrap, JavaScript.
• Digital Skills for Work: Develop vital employability skills using up-to-date productivity software used in business. Office 365, Microsoft Teams, Video conferencing.
• 3D Graphics & In-Game Animation: Make artwork and characters for games or just for fun using leading industry software. Blender, Unity.

Our Outcome

• Influence young people and empower them with the ability to:
• Self-regulate.
• Develop social communications.
• Model appropriate behaviours.
• Show respect for themselves and others.
• Develop life skills.

Our aim

We engage individuals in an expert, adult-directed programme suited to our learner’s personal interests. We focus on improving social and emotional well-being through creativity, personal achievement and teamwork.

Academic opportunities

We will provide an expert-directed program, guiding learners to achieve GCSE Computer Science, Industry recognised vocational training and NCFE qualification in areas of personal interest, whether in games design, ICT skills, graphic design, 3D graphics making digital content or even tabletop gaming. The possibilities are almost endless.

Programme objectives:

• Grow self-esteem and confidence.
• Improve cognitive ability.
• Promote general well-being and a healthy mindset.
• Improve communication skills.
• Promote respect and courtesy in a team environment.
• Create awareness of how technology impacts social and problem-solving.
• Project working.
• Teamwork.
• Positive use of technology.
• Academic Study.
• Game playing (learning through fun).

Referral process

Upon enquiring about our service, we request a copy of the learner’s EHCP and any other relevant information. Using the EHCP, we measure the learner’s individual needs and demonstrate how our curriculum, staff and environment can meet those needs.

A detailed proposal will be created and submitted to the commissioning authority or third-party provider. Working closely with the local authority SEN casework officer, we detail learning outcomes to be reviewed at termly meetings.

Once staff know the learner’s SEN and learning outcomes, a bespoke program will be created, enabling us to draw up an Individual Support (ISP) plan to meet the young person’s needs.
For EHCP referrals, please request our service with your local authority SEN 0-25 casework officer.

Referral information

For all referral enquiries, please email us at info@simplygreat.education
Or call us on 01626 200456.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact: Tim Powell-Morris

Phone: 01626 200456

Email: info@simplygreatmedia.co.uk or tim.pm@simplygreat.education

19 Devon Square
Newton Abbot
Devon
TQ12 2HR

Sirona Therapeutic Horsemanship takes a person and horse centred holistic approach to working
with people and horses and provides a non-judgemental, experiential and positive learning environment that enables people to:

• Explore and learn more about themselves
  through engaging in activities and relationships
  with horses based around learning about horse
  behaviour and management, employing a ‘positive
  horsemanship’ approach.
• Develop an interest in the natural environment
  and engage in physical exercise in order to
  experience mental and physical health benefits,
  whilst having fun.

Courses include: Equine-assisted counselling/ psychotherapy / Equi-Family therapyTherapeutic Horsemanship / Animal-Assisted Therapy & LearningNature-based sessions / British Horse Society Changing Lives Through Horses programme / C&G Level 1 in Horse Care in partnership with Bicton
College

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 868779

Email: info@sironaequine.org.uk or hannah@sironaequine.org.uk

BUCKHAMS STABLES, OLD SCHOOL FARM, DARTINGTON HALL, TOTNES, TQ9 6EB

VISITORS BY APPOINTMENT ONLY

Sound Communities is an alternative provision that offers bespoke education options to young people who are not coping in mainstream education at their premises or on school sites across South Devon and Torbay. 

The majority of these students are EOTAS (Educated Other Than At School), although some come to us for short term interventions.

The education programme is run by one of our Directors who is an experienced teacher in working with young people who have Education Health and Care Plans (EHCPs) and develops a very bespoke outcome-driven curriculum for the students around their aspirations and interests.

Students are taught in very small groups, typically one to one, with staff having a wide awareness of all their academic, social and emotional needs. Additionally, they work towards our AQA Unit Awards in areas such as DJing, Lyric Writing, Radio Production, Music Production and Social Media. Students also contribute to the Ocean Youth Radio community as part of their programme by creating regular content that is distribution across the station.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 431220

Email: info@soundcommunities.co.uk or Mike@soundcommunities.co.uk

1-3 Winner Street
Paignton
TQ3 3BN
Devon

52a Hyde Road
Paignton
TQ4 5BY
Devon

SWIS are a dedicated team of professionals who
have a wealth of experience supporting children,
young people and their families.

SWIS Intervention programmes include:

• Re-engaging children who are vulnerable, depressed or anxious
• ​Strengthening children’s ability to manage their behaviour
• ​Equipping children to improve their academic achievements and ensure that the interventions support their English, Maths and Science attainment
• ​Supporting children who are struggling with their family circumstances
• ​Improving children’s psychological and emotional well-being
• Helping families to support their children in school and the community
• Enhancing teachers’ ability to manage and support struggling students
• Minimising the impact of children with conduct problems on their peers

​Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 862320

Email: Becci.howie@southwestinterventionservices.com

The Hive Ground Floor, FC Duckponds Road, Buckfastleigh, TQ11 0NL

Alternative education programmes based around arts, heritage, nature, bushcraft and the outdoors. Our programmes are run either 1-1 or in small groups and are designed to support young people with a high degree of Special Educational Needs (SEN) / Social, Emotional and Mental Health (SEMH) need.

Key members of staff are Attachment Lead qualified. Taleblazers run a series of term-time programmes
designed to support young people who are unable to access full-time education.

We work with children and young people who have special educational needs and disabilities (SEND) who are:

• struggling with mental health;
• excluded, or close to being excluded;
• ‘in need’;
• not attending school for medical reasons or are school refusers.

Interventions typically last for a term, but a small number of students work with us long-term and we can offer emergency short-term places. Our programmes are bespoke and student-centred, built on trust and positive relationships, and we work hard to make sure all our young people know we are there to support them.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Email: rich@taleblazers.org.uk

We provide bespoke education and mentoring packages for young people with additional educational needs. Our offer is based on a 1:1 tuition model we provide tuition within the family home, children’s home, foster home or school.

We provide both face to face and online support across primary, secondary and post 16.

All our tutors hold Qualified Teacher Status (QTS) and are experienced in supporting Aditional Educational Needs (AEN).

We can offer AQA Unit Awards and externally accredited functional skills qualifications in maths and English. We can also support students to prepare for and sit GCSE and higher qualifications.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Email: sophie@targetedprovision.com

Tubers Academy is an inclusive and welcoming environment where young people of all backgrounds learn professional video production and digital media skills.Students learn 1:1 as part of a small group through a bespoke curriculum incorporating tech skills and video projects, helping improve their feeling of achievement and self-worth as well as their communication and social skills.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 01803 414391

Email: annie@tubers.uk

TUBERS TORQUAY

114 Teignmouth Road

Torquay

TQ1 4EX

Turning Heads is a community interest company that is helping to build a community that values and empowers togetherness.

We work with people and organisations across Torbay. This includes families, children, people with learning disabilities, those who are furthest from employment and education and those who might be isolated or vulnerable.

Turning Heads runs day activities from The Windmill Centre in Hele (Torquay), and both a Community Kitchen and Social Supermarket from Victoria Park Methodist Church in Plainmoor (Torquay).

Our curriculum will be based around providing a workbased employment model over a period of 12 weeks running in parallel with our programme that we offer through the DWP. It will begin with a period of induction which will typically be for up to 4 weeks and will involve the young person trying a variety of activities and opportunities before we decide which particular areas and skills to focus on for the period of time that they are with us.

Our programme will focus on developing confidence, work related skills and will aim to provide the young person with the starting tools to moving back into either education or training or employment. We will be looking at using a variety of NCFE adult qualification units that we can tailor to the individual.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Phone: 07817 777739 or 07817 777739

Email: admin@turningheads.org.uk or alanrtilley@mail.com

Turning Heads, The Windmill Centre, Pendennis Road, Torquay, TQ2 7QR

We are able to offer alternative provision for children and young people from the local area.

Working in close partnership with the local authority, schools and colleges, we cater for the Social, Emotional and Mental Health (SEMH) needs of young people who have faced challenges in the mainstream education environment.

We are able to offer bespoke programmes of support depending on a young person’s particular background and work hard to ensure that our provision matches those needs. With highly qualified staff, we provide a comprehensive package of support in areas such as:

• Attachment and trauma
• Anxiety and grief
• Social interaction
• Play therapy
• Re-integration
• Academic tuition
• Fitness and physical well-being
• Post-16 transition.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Tel: 01803 551578
Email: admin@ymcasouthdevon.org.uk or maria.g@ymcasouthdevon.org.uk

YMCA South Devon

Dartmouth Road,
Clennon Valley,
Goodrington Sands,
TQ4 6NX

Acorn Alternative Provision School is a charitable organisation dedicated to serving young people at
the fringes of mainstream education. Our mission is to deliver educational programmes and
interventions in small, therapeutic learning environments across the UK. Our needs-led curriculum
focuses on closing gaps in English (including reading), maths, and personal development learning,
while our passionate and committed staff help students develop their character and academic skills,
ensuring improved opportunities for their future.

We run 2, 3 and 4 day programmes based on each student’s individual needs.

We work with young people aged 11-16 who are disengaging from or at risk of exclusion from
mainstream education. Students at Acorn Alternative Provision may face challenges such as:

• Unmet social, emotional, or learning needs in school
• Mental health difficulties
• School refusal or phobia

Our programmes are designed to equip students with the skills and strategies they need to reintegrate
and succeed in school, as well as to earn qualifications that serve as stepping stones towards further
learning.

Alternative provision is only arranged as part of an educational package via school’s or the Local Authority.

Contact:

Telephone: 07706 334965
Website: https://acornap.org.uk/service/torbay/
Email address: sharon.chapman@acornap.org.uk

Information for families Electively Home Educating in Torbay

The law requires every child of statutory school age to be educated, either by regular attendance at school or, if parents choose, at home, providing the child receives an efficient full-time education suitable –

(1) to their age, ability and aptitude, and

(2) to any special educational needs they may have.

If you choose to make your own arrangements to educate your child at home you will be fully responsible. The Local Authority does not provide any assistance with examination costs, curriculum materials or additional resources.  The decision to educate your child at home is a big step; it will take a considerable amount of your time, energy and money. Please read through the guidelines booklet below if you are considering elective home education.

Home Education Guidelines – A guide to help parents/carers understand what may be involved if they are considering electively home educating their child outside the school system

If you decide to electively home educate and your child currently attends a school, it is important to inform the school by writing to the Headteacher.

If you are electively home educating in Torbay, please complete the voluntary registration form and return this to ehe@torbay.gov.uk.  This can be downloaded by clinking on the tab below.

Download the home education voluntary registration form

Once the local authority is aware that a child is electively home educated, the EHE Team will contact parents to request information on the education at home.

Please also be aware that if you chose to electively home educate a child who already has an Education, Health and Care plan (EHCP) this will continue to be monitored and reviewed via Annual Review meetings. The health and/or social care support for a child with an EHCP should not be affected by you choosing to electively home educate your child.

Torbay Elective Home Education Team contact information:

Email:  ehe@torbay.gov.uk                       

Tel No:  01803 206473 Business Support, Elective Home Education Team

Postal address:  Elective Home Education Team, Torbay Education, 2^nd Floor, Electric House, Castle Circus, Torquay, TQ1 3DR

EHE Lead Professional:  David Bevan

Senior Head of Vulnerable Students Team:  Dan Hamer

A copy of the Elective Home Education Policy and Procedures document can be requested by contacting the Elective Home Education Team. 

See Home education useful websites

Torbay Council work hard to provide our customers with the best possible service.  Many people wish to compliment us on what we do for example where a member of staff has been particularly helpful or polite or where a service has exceeded expectation or where a policy has resulted in great customer satisfaction.  Sometimes, however, we are unable to meet our customers’ expectations, and as with compliments, when we have done something well, we use any complaints as learning points to try and improve our services.  Any complaint about the Elective Home Education Team, should be through the central councils complaints procedure, which can be found at https://www.torbay.gov.uk/feedback/

At South Devon College we run a very successful and popular Elective Home Education programme, which is designed to meet the needs of the home educating community in South Devon.

If your child is registered with your Local Authority as home educated and will be in school year 10 or 11 in September, you can apply for a place on our course. 

Home Learning is for everyone, whatever your age or your stage.  Whether you are at school or are Electively Home Educated, we hope the following information is helpful.

For further information about Elective Home Education please see Elective Home Education (EHE) – Family Hub (torbayfamilyhub.org.uk) and/or Elective Home Education – Torbay Council

Please see the sections below for resource weblinks you may find useful. All of the links for each section will be revealed if you click on the arrow.

We are aware that there are also a wide range of online forums that we have not included links to, but,  that you may wish to explore yourself.

If you decide to enter your child into private examinations, you will hopefully find the following guidance helpful.

Setting up a pathway for examinations when electively home educating (EHE) is the biggest challenge for our families in Torbay, however, over the past 5 years (excluding the two COVID years!) a small number of parents have been successful in entering their children for GCSE’s.

The most important thing to arrange, in the first instance, is where a child can ‘sit’ their final examinations.  A child can only ‘sit’ an examination at a registered ‘centre of examination’.  Schools are registered ‘centres of Examinations’, however, very few schools offer this provision to ‘private candidates’ and your son or daughter, as an EHE child is known as a ‘private candidate’.  A few years ago, I believe, that The Spires College were one of the only schools that did accommodate ‘private candidates’ in Torbay, however, this is no longer the case.  If you wish your child to complete examinations, they will be expected to sit examinations at an accredited examination centre, in the normal way.  So it is important to investigate appropriate examination centres at the earliest opportunity.

There are other centres located in Devon, these can be found on Examination Board websites.  You will then need to check with the centre if they offer the course or subject you require.  A list of examination boards can be found at GCSE Exam Boards (projectgcse.co.uk) You can then google each examination board to check out the examination information.  For example, AQA page is found at AQA | Student and parent support | Private candidates

Transport and planning ahead are essential to ensure a successful examination takes place.  I recommend discussing your requirements early with your chosen ‘examination centre’ so that late examination fees are avoided.  There is no funding made available, therefore, all arrangements and costs are organised and funded by parents privately.

You will want to align the examination subject chosen, the examination board, course code and syllabus, to match any tutoring your son or daughter receives.  A good quality teacher, tutor or online provision, should be able to teach to the course requirements if this is initially known in advance.  Check that online schools support examinations.  Most online schools, still expect parents to arrange and pay for any examinations.

Some GCSE courses are unavailable to private candidates, just because they cannot practically be achieved, such as, some GCSE Science courses which require completion of coursework and practical examinations, therefore, it is important to investigate the most popular courses that EHE children access and complete.  Many families choose IGCSE courses for this reason.

It is important to discuss any arrangements with the chosen examination centre at the earliest opportunity to avoid disappointment.

These links may be useful:

•  EHE Resource Bank Ages 12 and Upwards (shinetraining.co.uk)
• How to Sit GCSE Exams Privately: The Extensive Guide – Think Student
• Faregos Home Education Exam Centre – Home | Facebook
• Private Candidates – JCQ Joint Council for Qualifications  Use this to also check and search for an examination centre.
• Educational Resources – Education Otherwise

It is also worth posting a request for information from the local social media EHE support groups.  Often there are similar families who have already made the arrangements and are willing to assist.

• Private Candidate Exam Centre – AQA – EDEXCEL – OCR – Cambridge (tutorsandexams.uk) Very well recommended. A new centre being offered and already some good feedback from Torbay parents Taunton Exam Centre – Tutors & Exams (tutorsandexams.uk)
• Trinity School | An Independent Day and Boarding School
• 3A Tutors Ltd | A Private Examination Centre & Tutorial College in Bristol.
• I did hear that Riviera Tutors may be considering becoming an ‘examination centre’, you can contact them at Riviera Tuition Torquay | KS1 & KS2 | GCSE | A-Level | Tuition for all ages for more information, however, this may only be for Maths and English, at Functional Skills level.
• Online School UK | Online secondary school | GCSE & A level education (kingsinterhigh.co.uk). (Unclear if they are actually providing examinations, therefore, it is important to clarify this with the organisation)
• Best Homeschooling Online Courses | Wolsey Hall Oxford (Unclear if they are actually providing examinations, therefore, it is important to clarify this with the organisation)
• Learn Laugh Play | Online Home Ed Classes | Making home education fun and affordable GCSE courses delivered, however, they recommend and use ‘Tutors and Exams UK’, as details in 1, for the examinations.

When considering the use of external centres for examinations, you may find it useful to look at this list that includes centres for examinations that EHE families have used.

It is important to be aware of legislation when it comes to being involved in any employment, work placed learning or vocational experiences that may take place in work environments.

Electively Home Educated children can do work experience, but it must only be for a short period only, or it may be considered to be employment and require a work permit.  Where young people are ‘Elective Home Educated’, and as part of their learning programme are involved in work experience or work environments, we recommend that you check all legislation is in place regarding health and safety, insurance and safeguarding.  This is so young people of ‘Statutory School Age’, which includes all children until the last Friday in June of their final year 11 educational school year, can safely and legally take part in these learning experiences. 

The Elective Home Education Team do not want to discourage wider learning activities from taking place, however, where children are involved in work related activities, as part of their wider education, ‘Child Employment Guidelines’ must be followed.  These guidelines outline the activities children can participate in, and the hours that can be worked.  No child is permitted to be involved in any work activities during the school day, even when they are Electively Home Educated, unless they have commenced their Year 10 academic school year.  Ongoing work experience, for Electively Home Educated children is only permitted in the school day once a child has entered into Year 10 and Year 11.  Where this is the case, these opportunities should complement and not hinder the overall quality of the home educational programme, so that other essential areas of learning are maintained and not pushed out. 

If a child is involved in any permitted work experience or work employment, who is Electively Home Educated, the parent must obtain a ‘Child Work Permit’.  This is for any child involved in these work related activities, even if this is outside of their education programme at home.  An Elective Home Education Officer will be able to sign and authorise a Child Employment Permit on the agreement that the child, the employer and the parents are following the guidelines in place. 

You can find out further guidance at Apply for a work permit certificate – Torbay Council where you can download the application, and also scroll down and click on the appropriate age, to see the activities young people are permitted to take part in.

Please remember that it is illegal for young people under 13 to work, other than in television, theatre, or modelling. Children working in these areas will need a performance licence which is issued by the local authority.  Young people must also not work before 7.00am, after 7.00pm, or for more than two hours on a school day or a Sunday. They cannot do any job that may affect their health and safety or interfere with their education.  Young people may also not work in any business, including the family business, without the employer notifying the local authority and obtaining a work permit.

If you would like to speak to the Local Authority Officer who oversees the Child Work Employment and Licensing in Torbay, please contact,

Email: licensing&permits@​torbay.gov.uk or telephone: 01803 207588