Our Vision, Pledge, Co-production Charter, Participation Survey and more

Torbay has co-produced a vision for SEND within the local area:

• SEND is everybody’s business – embedding the vision and values into the practice of everyone who works with children and families from 0-25
• Identify and respond to needs early – in ways that value lived experience and expertise and offers personalised care and support.
• Deliver in the right place at the right time – always asking ‘so what difference are we making in the life of children or young people’?

Our ambition is to create a prosperous and healthy Torbay. By focusing on this ambition, we are working towards ensuring that our communities thrive. Protecting children and giving them the best start in life is one of the key areas where we will target our actions as we strive to meet our ambition. As a whole system, we are committed to improving outcomes for children and families.

Our pledge is at the heart of providing high-quality services across our local area. This document has been created to describe the values and behaviours that our children, young people and families wish to experience in the delivery of SEND services and support across our local area. Regardless of role, employer or organisation, our pledge asks for everyone within the local area to work in the way that is important to our children, young people and families, turning this into the lived experience that we all deserve.

It has been designed to provide an easy reference and description of the values and behaviours required across our system.

Please see our Pledge

• Pledge 1 – Be honest
• Pledge 2 – Show you we care
• Pledge 3 – Be thoughtful
• Pledge 4 – Be fair
• Pledge 5 – Be kind
• Pledge 6 – Be friendly

The Torbay local area is working to adopt Restorative Practice, a strength-based approach that recognises that building a positive relationship with children, young people and families who need support is important.

We understand that life can sometimes be hard and what happens to us can affect how we think, feel, and behave. We know that how we work with families to talk about this and the ways in which we support families are important.

We recognise that listening to children, young people and families and working ‘with’ rather than doing things ‘for’ or ‘to’ people is the best way we can help support. This way of working is called restorative practice. It means our practitioners will focus on building positive relationships through respectful communication, collaboration and shared decision-making to help create positive change.

The benefits of working restoratively include:

Respectful conversations help to truly understand everyone’s life events

Encourages families to become more self-sufficient

Shared decision making and co-planning leads to better outcomes for children and families

Teamwork promotes successful multi agency working

Open and honest conversations help to build relationships and manage expectations

Reducing, preventing, and addressing harmful behaviour to keep everyone safe

Addresses conflict and seeks to repair harm when things go wrong

Trauma informed practice allow safe conversations to take place

Inclusive practice promotes working together with children, young people, and families, so they feel respected, listened to, and heard

Voices of children are key, so we hear their wishes and feelings and where possible act upon them

Encourages the building, maintaining, and repairing of all relationships

We asked children, young people, families and carers to provide feedback on how our current systems and responses make you feel. We heard that how we communicate and conduct our business impacts children, young people and families in the following ways:

Feeling dismissed and judged

“Battle to be heard and get support”

“Everything is a fight”

“I fear that I will not be believed or listened to”

Lack of trust

“I contacted professionals and didn’t get a response, I was left waiting and when information arrived it contained lots of inaccuracies, this made me feel there was a lack of respect and care”

False promises

“The promises that are made fade away”

“The actions don’t seem to be carried out as promised”

“Professionals are not always transparent about the plans in place for their children”

Not understanding us/me

The knowledge, skills and understanding of the workforce for SEND means that parents/carers and young people reported that they did not feel understood and their unique experiences were not built upon and supported.

In response to this, we asked children and young people to co-produce the behaviours and values that they would want everybody who comes into contact with them and their families to adopt and demonstrate.

Groups of children and young people in schools, voluntary and community groups and SEND focus groups identified six key values and behaviours that are important to be able to build trust and overcome the difficulties that currently exist within our system. This pledge explains these values and asks that every practitioner adopts these across our local area.

Torbay’s Joint Health and Wellbeing Strategy sets out a vision ‘to create a healthy, happy Torbay
where individuals and communities can thrive’.

Children and young people are our future and our ambition of achieving this vision must start with
them. Getting a good start in life and childhood, building resilience and getting maximum benefit
from education are important markers for good health and wellbeing throughout life. Offering
support to all children, young people and their families, as well as focusing on those who need
help the most, reduces inequalities and improves health outcomes.

We know we must do better when it comes to delivering services for children and young people
with Special Educational Needs and Disabilities (SEND) and their families – and we are firmly
committed to doing so. Placing children, young people, and their families at the heart of this work
is key to achieving this and the principles of co-design and co-production will underpin everything
we do.

Partners across the local area in Torbay are committed to working in partnership with SEND
Family Voice Torbay as well as children, young people, parents, carers and partner organisations
to radically improve support for children and young people with special educational needs and/or
disabilities within Torbay so they have the very best life chances.

This SEND Strategy sets out our ambitions and the priorities upon which we will focus to achieve
them. As we measure our progress against our priorities, we will continually ask ourselves, as
well as our children and young people, and their parents and carers, “what difference have we
made?”

We are committed to:

• Working determinedly for a child friendly Torbay where children and young people with SEND
• and their families experience a well-planned continuum of provision from birth to 25 and
• beyond.
• Aiming high so that all children and young people with special educational needs and
• disabilities can reach their full potential, receive the right support, at the right time, with choice
• and control so that they can lead fulfilling lives.
• Aligning our resources to drive sustained improvement.

We are determined to work together to ensure an improvement in the quality of outcomes for those children and young people with special educational needs and/or disabilities.

Read or download Torbay SEND Strategy – 2023

Keep up to date with the latest information for SEND families with our regular email newsletter. We publish two bulletins each term, and include news and events, as well as updates on how we’re progressing with planned improvements.

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See previous issues of our SEND newsletters

We will tell you the truth, we will listen and work with you to plan and explain what is possible and why things may need to change or happen.

We will listen carefully and ensure that we build a plan of support around your aspirations, hopes and goals.

We will treat you as the expert, build our professional knowledge of your needs and what is available to help you.

We will treat you and your family with respect.

We will listen carefully and ask you how you want to receive your support. 

We will take time to find out lots about you, we will celebrate with you when things go well and help you when things are difficult.

You said:

“We want to be told the truth, we want to know why things have happened and what is going to happen”

“We need to know what is happening in school and why these things are changing”

Our pledge to you

We will tell you the truth, we will listen and work with you to plan and explain what is possible and why things may need to change or happen.

How we will do this

• We will take time to build a relationship and talk with you in a place where you feel safe and your views can be heard.
• We will be honest about what we can and cannot do for you and your family. Even when you might not agree with us, we will help you understand the reasons why and you can ask questions.
• We will explain and give clear information about changes that may need to happen.
• Where possible we will share what needs to alter in advance and talk through how we can best make these changes together.
• We will take time to hear your views, plan things together and consider with you if these things are working.
• If you disagree with what is proposed, we will explain how you challenge what is happening and who to speak to about your concerns.
• We will make available all information to you and your family so that you can challenge decisions if needed.

You said:

“We want to feel like the people around us are supportive”

Our pledge to you

We will listen carefully and ensure that we build a plan of support around your aspirations, hopes and goals.

How we will do this

• We will not underestimate you.
• We will take time to prepare and get to know you and your family as well as possible before trying to help.
• We will listen carefully and ensure that your views are heard and understood.
• We will listen to you to ensure that we understand how you would like to be supported and build your support plans on your aspirations, hopes and goals.
• We will take time to explain what support can be provided.
• We will ensure that we make any reasonable adjustments (small changes) to services you might need, to help you to achieve.
• We will use language that shows we care.
• We will ensure that written and spoken communication is accurate and in the format you prefer.

You said:

“We want people to understand our needs and know how to help”

Our pledge to you

We will treat you as the expert, and build our professional knowledge of your needs and what is available to help you.

How we will do this

• We will build our professional knowledge of individuals’ different needs.
• We will treat you as the expert and build upon what you tell us.
• We will use communication methods that are appropriate for you and your family.
• We will ask you to help create the best ways of supporting you.
• We will be knowledgeable of the services and support that are available in our local area to best help you and your family.
• We will seek to find the best information and ways of helping you.
• If we do not know how to help, we will be honest, but commit to working with you to find the best way forward.
• We will ensure that we work with our colleagues across the local area so that you do not have to tell your story again.
• We will ask you how you want to receive your support.

You said:

“We want people to be fair and not always think we are in the wrong”

Our pledge to you

We will treat you and your family with respect.

How we will do this

• We will explain how decisions are made and give you an opportunity to ask questions about decisions that are taken.
• We will put you in control of the support that you wish to receive.
• We will seek to find ways forward together and, if things go wrong, we will apologise and work with you to mend any harm caused.
• We will be consistent in our decision-making.
• We will try to maintain workers, so that you can build a relationship with people.
• We will ensure we respond in the timeframe agreed.
• We will answer your questions, even if the answer may not be what you would wish to hear.

You said:

“We want people to be kind and listen to our views so that we can be supported in the best way”

Our pledge to you

We will listen carefully and ask you how you want to receive your support.

How we will do this

• We will take time to build a relationship and be honest with each other.
• We will use your views to build the best ways to support you.
• We will be consistent in delivering what has been agreed.
• We will demonstrate that we care through our conversations and communication with you and your family.
• We will listen to you to understand what you can do for yourself and what you would like help with.

You said:

“We want the adults that work with us to show interest and be able to offer help”

Our pledge to you

We will take time to find out lots about you, we will celebrate with you when things go well and help you when things are difficult.

How we will do this

• We will take time to know you and your family as well as possible before trying to help.
• We will find out about your likes and dislikes.
• We will take an interest in the things that are important to you and help you to thrive.
• We will build on your strengths and seek opportunities for you to use these.
• We will build your goals with you and help you find ways of achieving these.
• We will be creative in how we can help you. We will think about the things that are important at home, in education and in your social time.
• We will find times for you to tell us what is going well and what could be better.
• We will celebrate with you the things that go well and help you to overcome difficulties.

Care and ownership

Partners will:

• Set out a clear plan and expectations from the start
• Encourage ownership and equal power to influence and have an equal voice for all in shaping ideas and action
• Be accountable and do what is promised

Communicate and listen

Partners will:

• Listen with care
• Respond with sensitivity, being open and transparent
• Share information in ways that includes and is understood by all
• Actively seek feedback and act upon

Value and include

Partners will:

• Recognise and value the differences in every individual and family
• Base our plans and proposals on lived expertise
• Treat everyone with respect and consistently address barriers for inclusion
• Partners may be silent but must still be valued

Trust

Partners will:

• Create and protect safe spaces so children and young people can share their views and ideas
• Ensure everybody has the opportunity to express their views and be heard
• Ensure everyone’s contribution is equally valued

Our Charter for Co-production

Who are the Partners?

We are families, carers, children and young people and people who work with them.

In designing our Charter for Co-production, local people of Torbay were asked what was important to them. Consideration was also given to the Four Cornerstones of Co-production (Genuine Partnership 2019).

In line with the wider Torbay SEND strategy, the charter underpins our commitment to working together so that every child and young person has the very best opportunities now and in the future.

This is only a start of a journey, and everyone has a part to play in influencing, implementing and embedding Co-production.

Building Trust will be a first step and ‘We will do what we say we are going to do’.

Privacy, confidentiality and choice is respected in Co-production.

August 2022

We produced two surveys in 2023 to ask people what they thought of Torbay’s SEND services.

The surveys were available during June and July – there was one for parents and carers and one for children and young people.

There were 77 responses to the young people’s survey, many of them carried out by face-to-face interviews with our participation officers. The rest were done online.

There were 89 respondents to the adults’ survey, all carried out online.                                                                                                

Thank you to everyone who took part in the surveys – your feedback is really important because it helps us to improve the services we offer to families.

Below you can see some of the main points raised by both adults and young people and what we’ve done in the past year to address those concerns.

Read the full survey report

Also see the easy read version of Torbay Special Educational Needs and Disabilities (SEND) Annual Survey Report 2023.

We produced two surveys in 2023 to ask people what they thought of Torbay’s SEND services.

The surveys were available during June and July – there was one for parents and carers and one for children and young people.

There were 77 responses to the young people’s survey, many of them carried out by face-to-face interviews with our participation officers. The rest were done online.

There were 89 respondents to the adults’ survey, all carried out online.                                                                                                

Thank you to everyone who took part in the surveys – your feedback is really important because it helps us to improve the services we offer to families.

Read the full survey report

We produced two surveys in 2023 to ask people what they thought of Torbay’s SEND services.

The surveys were available during June and July – there was one for parents and carers and one for children and young people.

There were 77 responses to the young people’s survey, many of them carried out by face-to-face interviews with our participation officers. The rest were done online.

There were 89 respondents to the adults’ survey, all carried out online.                                                                                                

Thank you to everyone who took part in the surveys – your feedback is really important because it helps us to improve the services we offer to families.

Read the easy read version of Torbay Special Educational Needs and Disabilities (SEND) Annual Survey Report 2023

Our SEND Local Area Improvement Partnership (SLAIP) works together to improve services for children and young people with special educational needs and disabilities (SEND) and their families. We want to improve support in Torbay, so that they have the very best opportunities now and in the future. Our vision for SEND services in Torbay is ‘to create a healthy, happy Torbay where individuals and communities can thrive’. This is from the Torbay Joint Health and Wellbeing Strategy.

Partnership board members

The partnership includes Torbay Council, NHS Devon and SEND Family Voice Torbay. They also work alongside children, young people, parents, carers and partners. Together, we have written a joint statement of commitment towards improving SEND in Torbay.

What the partnership board does

The SEND Local Area Improvement Partnership Board (SLAIP) meets regularly to make sure that improvements work and have a positive impact for children and young people. Our independent chair, Alison Hurley, explains what the board does:

SLAIP meetings

Find out about the key updates and issues that were discussed at our partnership meetings, together with the next steps that we agreed to improve SEND in Torbay.

Local Area Partnership Feedback

8 July 2026

This report reviews progress made by the Torbay SEND Local Area Partnership since the SEND inspection. It looks at work across education, health and care services and highlights both improvements and areas that still need attention.

Key improvements

• stronger partnership working and leadership across services
• improved quality of Education, Health and Care Plans (EHCPs)
• more specialist support and education provision for children and young people with SEND
• better support for young people preparing for adulthood, including education and employment pathways
• reduced waiting times for some mental health services and improved support while families wait for services

Areas for further improvement

• reducing delays in issuing EHCPs
• reducing exclusions for children and young people with SEND
• reducing waiting times for autism assessments and speech and language therapy
• improving communication, co-production and relationships with parent carers

The partnership will now focus on demonstrating the impact of these improvements on children, young people and their families.

Read the full report letter from 23 March 2023

Deep Dive final feedback

25 August 2026

This report provides feedback from a Department for Education and NHS England review of progress made by the Torbay SEND Local Area Partnership. It focuses on improving multi-agency working, Education, Health and Care Plans (EHCPs), reducing exclusions, and helping young people prepare for adulthood. The review found that the partnership is making good progress and is well placed for its future monitoring inspection.

Key improvements

• stronger joint working across education, health and care services
• increased use of the graduated response in schools, supported by training, advice and specialist services
• improved quality assurance processes for EHCPs, leading to better quality plans
• better performance in completing EHCP reviews and improved timeliness of new plans
• reduced suspension and exclusion rates in secondary schools, with targeted support for schools and pupils at risk of exclusion
• stronger support for young people moving into adult health and social care services
• more opportunities for education, training and employment, with fewer young people not in education, employment or training (NEET)

Areas for further improvement

• continue improving the health, social care and provision sections of EHCPs
• demonstrate the impact of work to reduce exclusions, particularly for children and young people with EHCPs
• strengthen evidence of how services work together to support children at risk of missing education
• make sure families can easily find information about support and pathways through the SEND Local Offer

The report concludes that the partnership has made good progress and should now focus on demonstrating the difference these improvements are making for children, young people and families.

Read the full Deep Dive report letter from 25 August 2026

We commit to working together, in partnership with you, to improve the support you receive. We want you to have the very best opportunities now and in the future.

We will make sure you can have your say in what happens to you, in a way that suits you. We will value what you say.

We will use what you tell us to help us make plans and decisions, as well as in our day-to-day work. 

We want to work with as many local people, groups, organisations and experts as possible to make our services the best they can be. We will do our best to not leave anyone out.

We know we might not get it right every time, but we will learn from our mistakes and improve as we go along.

Nancy Meehan
Torbay Council

Penny Smith
NHS Devon

Rebecca Box and Karen Roofe
SEND Family Voice Torbay

Latest inspection: March 2025

This report sets out the findings of the Area SEND inspection of the Torbay Local Area Partnership, carried out in March 2025. Following this, we developed our Priority Action Plan. Progress is monitored through our Local Area Improvement Partnership

We are committed to addressing these challenges locally, but meaningful and lasting improvements require systemic reform at the national level.

What we are doing well

• Our early years support through our Family Hubs and the Healthy Child programme
• The work of our Mental Health in Schools team
• The strength of our neurodiversity support programme – co-produced with families and health professionals
• Our key worker service for young people with autism and learning difficulties
• Our school nursing teams

We are committed to ongoing improvement across all SEND provision and will continue to work with parents, carers and practitioners to develop and strengthen it.

Our priority remains the wellbeing and success of our children and young people.

Read the full inspection report from March 2025 on Ofsted’s website

Search for a previous inspection

The Priority Impact Plan outlines a strategic, co-produced roadmap to improve services for children and young people with Special Educational Needs and Disabilities (SEND) across Torbay, developed in response to the March 2025 Ofsted and CQC inspection by the local area partnership (LAP).

The Plan spans 18 months and focuses on delivering measurable improvements through collaborative action.

Working together for change

Every child and young person in Torbay deserves to be understood, supported and included.

The Torbay SEND Local Area Partnership — made up of Torbay Council, NHS Devon, schools and SEND Family Voice Torbay — has created a new plan to make real, lasting improvements.

Our shared goal: To make sure every child and young person with SEND can thrive, learn, and live a full, happy life in Torbay.

Our promise to families

We promise to:

• Listen carefully to what children, young people and parents say.
• Work together to design and improve services (“co-production”).
• Be honest and transparent about what’s possible and what’s changing.
• Celebrate successes and learn from mistakes.

These commitments are at the heart of Torbay’s Statement of Commitment and Co-production Charter.

What’s changing: our four priority areas

Priority 1: Stronger partnership and communication

• Clear decisions and accountability through the SEND Local Area Improvement Partnership (SLAIP) board.
• Regular updates so you know about what’s happening and why.
• Easier ways for you to give feedback and see how it’s making a difference.

Family benefit: ‘We’ll know who’s responsible, and we’ll see real updates on progress.’

Priority 2: Better services and support

• Using shared data to understand local needs and plan services together.
• More help for Autistic children and those with speech, language or communication needs.
• Improved support for neurodiverse children in mainstream schools.
• Continued parent courses and support groups for families.

Family benefit: ‘Support will match our children’s needs and be available locally.’

Priority 3: Joined-up support across education, health and care

• Education Health and Care Plans (EHCPs) will be quicker and clearer.
• Schools, health and care teams will work to identify needs earlier.
• Fewer suspensions and exclusions; more inclusion in mainstream schools.
• Better post-16 options, apprenticeships and supported internships.

Family benefit: ‘Less waiting, smoother journeys, and real choices for the future.’

Priority 4: Shorter health waiting times and improved early support

• New joint pathways for Autism, ADHD and neurodevelopmental assessment.
• Easy access to Speech & Language and Occupational Therapy advice.
• Better mental-health support for children and young people.
• Support for families while they wait for assessments.

Family benefit: ‘We’ll get the right help, sooner — and feel supported while we wait.’

How we will measure progress

We’ll check in and share updates regularly on:

• Audit results – Are services improving?
• Family feedback – What are you telling us?
• Data dashboard – Are waiting times and outcomes getting better?
• Independent reviews – Department of Education and NHS England will keep us on track.

You’ll see updates through SEND Family Voice Torbay and here in our Local Offer.

How you can get involved

• Join SEND Family Voice Torbay – your local Parent Carer Forum.
• Check our Local Offer for local SEND information and events.
• Attend community “pop-ups” to talk directly with service leaders.
• Share feedback – every story helps shape change.

Together, we can build a future that truly values the uniqueness of our children and young people — creating a Torbay where every child can shine.

Read the full Priority Impact Plan

Download an Easy Read version, using Wigit Symbols

Torbay’s SEND Partnership has received positive feedback from the Department for Education (DfE) and NHS England (NHSE) following a recent stocktake review, marking an encouraging milestone in the partnership’s improvement journey, while recognising that continued effort is needed to build on this progress.

Read the DfE and NHSE letters in full.

The High Needs funding from the last 4 years has allowed us to invest in provisions and enhance inclusive opportunities for children and young people across a range of settings.

The focus was on projects that incorporated Torbay’s local area Graduated Response Framework to enable the continued improvement of existing provision for pupils and students with high needs.

A total of 8 providers were successful and allocated funding to progress their projects as detailed below:

Oldway Primary School

Lift access to Year 4 & 6 Classrooms

School Feedback – Jill Christian, Operations Manager

Sending you some pictures of our fantastic 3 floor lift at Oldway Primary. Thank you for all your help towards part funding this. It makes a huge difference for our children in wheelchairs.

Paignton Academy

Sensory Gardens at Borough Road and Waterleat Road sites, with accessible ramp at Waterleat Road.

School Feedback – Simon Dossett, LEAD SENDCo and Head of SEND

The ramp is complete and the plants that have gone in are starting to take hold! Nurture groups are ready with sunflower seeds and other smelling and vibrant plants for spring planting. It has been a great addition, and children have been accessing the area and recognising the potential.

The contractor is returning shortly to plant trees in the lower half of the garden, benches, and a living wall on the new trellis so it will change again shortly.

Over at BRC the garden is tied up with the wider build going on. Scaffolding is down, windows are going in, and the garden area is now being levelled ready for completion during Easter which is fab.

Shiphay Learning Academy

Creation of sensory space in Year 4 and outdoor courtyard/sensory garden in Year 3

School Feedback – Kathryn Waterson, SENDCo

A huge thank you to the High Needs Funding Bid Capital Team from Shiphay Learning Academy! Last Summer Term, we requested support with creating an extension onto a classroom to provide a calm sensory space from the class. Our contracted builders worked hard over the summer holidays to complete the work. An untidy and unused cupboard was transformed into a calmer sensory space for 4 EHCP children. Shiphay also requested funding to create a wonderful small garden space for our high need’s children. Unfortunately, the courtyard has yet to be improved due to more building work needed to ensure it is a safe zone for children. We did not anticipate the scale of clearing the courtyard. However, we still used the funding to buy the outdoor resources we requested – we received a green house, planters and a water/sand tray. These have been utilized around the school to support our pupils with EHCPs while we begin the huge task of clearing the courtyard – watch this space! We used the planter to celebrate World Down Syndrome Month and grew sunflowers across the school. Our sunflowers were presented at the front of the building, and you can spot our little star on the World Down Syndrome Day Posters! The greenhouse has been beneficial to 3 pupils with EHCPs in reception. These pupils are currently working within the engagement model and have been growing a wide range of vegetables such as carrots, cucumbers and peas! All have been used in their sensory activities and the children have enjoyed including them within their cooking sessions! The sand and water trays have been used for children who are currently accessing the Attention Autism program (a provision stated on their EHCPs) so they can get as messy as needed! We have invested in a wide range of Widgit resources for communication and a range of toys to enhance our smaller sensory spaces further. We are extremely grateful for the High Needs Funding Bid!

South Devon College

Sensory room refurbishment

College Feedback – Sarah Al-Humaidi, Projects Coordinator

The sensory room is currently used by at least 20 students. Frequent users include a student with Downs Syndrome who loves the interactive wall panel. The sensory room also provides a student with narcolepsy with a pleasant environment to sleep.  We have a couple of wheelchair users who use the space. Many students use it to calm and regulate or if they are feeling unwell. The upper and lower LED and UV lights evoke a sense of calm to the body aiding those with autism or sensory processing disorders. The many interactive features enable students to personalize their experience in the room such as playing their own music or choosing lights and projector settings.

The refurbishment of the sensory room has enriched the Colleges provision for SEND learners. Ofsted inspectors commended the facility during a recent evaluation of South Devon College. We have a large cohort starting in September and have a couple of students that have regular seizures who will be supported by use the sensory room.

St Marychurch Primary School

Extension/refurbishment of current nurture provision

Barton Academy

Development of the Outdoor Learning Environment

School Feedback – Stephen Eccles SENDCo

The work has had a massive impact on the high needs children that access the learning environment and we’re already seeing the children engaging together in more positive social interactions in the outdoor space!

Sacred Heart

Outdoor nurture provision

School Feedback – Nichola Day, Headteacher

The area has been a great success and is having a firm impact on the breaktimes of many of our SEND pupils and as an outdoor learning space throughout the day. 

Sherwell Valley Primary School

Creation of 2 sensory spaces

Local authorities must ensure there are sufficient good school places for all pupils, including those with Special Educational Needs (SEN) and disabilities.

In April 2021, the Government committed £280 million of capital funding nationally (2021-2022) to support local authorities to create new places and improve existing provision for pupils with special educational needs and disabilities (SEND) or who require alternative provision (AP) via the High Needs Provision Capital Allocations (HNPCA). This is in addition to the total of £365 million of SEND Special Provision capital funding nationally (2018-2020) to help local authorities create new school places and improve existing facilities for children and young people with SEN and disabilities, in consultation with parents and providers.

The High Needs Provision Capital Allocations (HNPCA) (2021-2022) for Torbay is £530,150. The funding is intended to address the need for places for academic year 2022/23 but it is not time-bound, and is up to the local authority to determine how to best use this funding, in line with national guidence, to meet local priorities.

The Local Authority has been allocated an additional £2,670,554 for 2022 – 2024 and work is currently underway to identify the need and scope of potential projects.  It has been agreed, as in previous years that a portion of the funding be utilised to give schools the opportunity to think creatively as to what could be done to support the children and young people to access provisions locally and help us to relieve some of the pressures on the High Needs Block, by meeting needs without recourse to Out of Area placements.

The SEND Special Provision allocation for Torbay (2018-2020) was a total of £848,837, which was split into 3 equal payments for each of the years 2018/19, 2019/20 and 2020/21. (£500,000 initially allocated plus £116,279 allocated in May 2018 and £232,558 allocated in December 2018).  

This funding was:

• intended for the children and young people with education, health and care (EHC) plans for whom the local authority is responsible.
• to support local authorities to invest in provision for children and young people with SEN and disabilities aged 0-25 to improve the quality and range of provision available to the local authority.
• Torbay aspires to create a well-planned continuum of provision from birth to age 25 that meets the needs of children and young people with Special Educational needs and Disabilities (SEND) and their families as set out in our SEND Strategy.

Children and young people in Torbay may attend mainstream early years settings, schools or colleges or specialist provision such as mainstream schools with enhanced resource provision or special schools. In a diverse provider landscape the local area must exercise a range of roles and remain committed to the inclusion of children and young people.

In addition to mainstream provision the LA has developed a number of enhanced resource provisions that are delivered by mainstream providers. These include the following:-

• Barton Academy (Speech & Language Therapy)
• Preston Primary School (Autistic Spectrum Condition)
• Brixham College (Autistic Spectrum Condition)
• Paignton Academy (Social, Emotional and Mental Health (anxiety) – newly created via SEN Capital Funding 2018)

The number of children presenting with additional needs is increasing both locally and nationally. Torbay has taken action to commission additional placements with existing schools, colleges and special schools within the local area. The current capacity of providers to expand the offer further is limited; this is compounded by the demographical demand to create more provision at all phases.

The SEND reforms have required Post 16 provision to be developed further. Additional needs which require enhanced provisions are around students with Autistic Spectrum Disorders (ASD) and Emotional, Social and Mental Health difficulties (SEMH).

The SEND Strategy provides the framework within which services can develop in an affordable and sustainable manner in the interests of Torbay children.

Participation is a key theme within the SEND Strategy, which also identifies Co-Production as a Priority area. We will ensure that parents, children and young people are involved in discussions and decisions about every aspect of planning, including making provision to meet local needs.

The conditions and timeline of this funding were:

Expressions of interest were sought from schools prior to allocations being awarded for these accessibility funds.

For 2023 a total of £100,000 was available for schools to bid for, with a focus on projects that incorporate Torbay’s new local area Graduated Response Framework to enable the continued improvement of existing provision for pupils and students with high needs.

Below are summary details of the projects that were successful in improving inclusion within mainstream via the Accessibility Funding in 2018-19. Where supplied by schools, there are also comments from the successful schools with images of the work completed.

Torre C of E Academy

Creation of sensory area within the Reception Unit – safe, calming and sensory stimulating room within the Reception Unit to allow SEN children to develop and engage in sensory experiences without feeling frightened or overwhelmed.  Resourced with lights, projections, cushions, tactile toys, calming music, soft play equipment and safety items e.g. plug covers etc.

“The money we received to go towards setting up the sensory room had provided the children of Torre Academy C of E with a fully equipped indoor sensory room with strobes, sensory mats, soft areas and plenty of resources to meet the needs of several children. In our outdoor area, we were able to develop it with a range of outdoor equipment to enhance their learning. The impact this has on our SEN children is evident for all that visit to see. Our children with sensory needs often self-regulate using this room and it has become a fantastic safe space to allow them to meet sensory seeking needs”

St Cuthbert Mayne

The provision of blinds to improve access to the learning environment for those with visual impairment.

Muddy Wellies Nursery (YMCA)

Creation of a sensory room for children to access, to include specialist sensory walls, flooring, lighting, projectors, bubble tubes, seating, bean bags, sounds and textures.  All children benefit from having a secure and safe space to relax and engage emotional thinking to help promote learning, but naturally, for children with additional needs and disabilities it can play a crucial part in their development and progress.

“The children absolutely love the new sensory room, we have found that all of them are benefitting from the holistic, calming atmosphere it is providing, it is particularly helpful for our 1:1 children too. Thank you so much for the funding, we couldn’t have achieved this without it!”

Churston Ferrers Grammar School

Conversion of a functional room into a calm, sensory room with soft chairs, weighted blankets, lowered ceiling, soft lighting with carpet and calming wall coverings. Provision of a safe and calming room will accelerate the process of helping young persons to re-engage with school life and their learning It is hoped that the room will play a significant role in helping to reduce school and/or lesson absence due to anxiety and that the room will enable the school to work towards significantly improved life chances for their most vulnerable students.

“The old storage/nurses room now has a much lower ceiling, making it feel a much cosier room.  The colour on the wall and the dimmable lighting has helped create a soothing space and removing the large sink and shelves give much more sitting space.  The new smaller sink placed in the toilet makes the toilet still useable. In the mornings before school and during breaks and lunches up to 3 students at any one time use the room.  Most of these are EHCP students but other highly anxious autistic students also use the room on a daily basis. The room is also used frequently during the day for students to spend time regulating themselves, or during their dropped lessons to complete work.  We keep some lego, puzzles and calming items in the room so that it much more of the student’s room, rather than a multi-use meeting room and they feel very much that it is their space.  They have named it the ‘chill out room’ and created a sign for the door. At present the walls are bare to create a calm space with no distractions, but we will liaise with the key students to discuss if they would like anything else in there.  It has been a much needed addition to enable us to cater for our higher needs students who require 1:1 TAs at all times, particularly for 2 of our new yr 7 EHCP students and a highly anxious yr 9 student who has recently been diagnosed with autism.”

Our Lady Of The Angels

Creation of a level path with suitable surface, wide enough for an electric wheelchair. The outcome would be increased inclusivity in PE and sports for wheelchair users.

“The camber on this entrance meant that our child who uses a wheelchair felt very unsafe accessing the playing field. The child now gets down there in safety and, weather permitting, plays on the field and joins in with sporting events with the other children”.

Paignton Community & Sports Academy

Alterations required to accommodate two students moving from the Waterleat Road Site to the Borough Road Site.  To include altered access on site for powered wheelchairs.  Improve physical access to classrooms and specialist equipment.

Sherwell Valley Primary School

Works to extend current pastoral room to create a large, more open and dedicated area for all social, emotional and mental health interventions. The space will be redecorated and equipped with calming resources and comfortable seating.

Churston Ferrers Grammar School

The conversion of an internal filing space in the Sixth form student study area into a calm sensory room with soft chairs, weighted blankets, soft lighting with carpet and calming wall coverings.

The room is next to the Sixth form office and allows for easy access by pastoral staff to the students who will be using the room.  Installation of good quality recessed speakers and a wifi audio unit to enable acoustic isolation of the room from outside distractions. CFGS experience significant success with pastoral and SEND services post 16, but are very short of the appropriate space necessary to support their most vulnerable students.  The premium on space is often felt at free association times and it is these times that can be the most challenging for students who have particular needs around anxiety and social interaction. 

Watcombe Primary School

Creation of a forest school area to allow specific children to develop and manage their SEMH in a different environment beyond the classroom.

Building a wooden bridge to gain access

Site a storage shed for equipment

Purchase equipment

Roselands Primary School

Development of nurture provision. This provision will provide an additional learning, calming and sensory space for children who are struggling to access the curriculum in a classroom environment. It will provide a calming, free environment that will allow adults to meet children’s sensory, emotional and social needs as well as allowing them to access the curriculum in a style that is more appropriate to their needs.

Quote from Hannah Dillon – Special Educational Needs and Disability Coordinator (SENDCo) – “This year we have had a higher number of children with more complex needs join the school. Our new nurture provision has provided many more inclusive opportunities for these children that allows them to access additional resources, a calming space to learn, explore and share experiences with others. It has also been a wonderful resource for children within the school that would benefit from sensory activities, messy play and quiet time to explore and understand their emotions. The new provision has been a fantastic addition to the school and we are very thankful for the capital bid funding we received”.

Below are summary details of the projects that were successful in improving inclusion within mainstream via the Accessibility Funding in 2019-20.

Torquay Boys Grammar School

Conversion of existing SEND meeting room into a calm sensory room with resources.

Galmpton Primary

Creation of enhanced provision unit.

Torquay Girls Grammar School

Provision of a dedicated, purpose built cabin for use with ASD students including those awaiting diagnosis and those who are transitioning back into school life. Providing a calm and private environment away from the hustle and bustle of everyday school life and provide a sanctuary for those students who can experience social isolation at break times. 

Student feedback – “It came at the perfect time for me.  I was getting quite introverted and can now start talking to people.” (Year 9 student)

Quote from Zoe Beard – Special Educational Needs and Disability Coordinator (SENDCo) – “Students and staff at Torquay Girls’ Grammar School are thrilled with their new ASD ‘Garden Room’. It was built as a transitional space for those returning to school after a period of absence and could potentially be used for tutoring happening elsewhere to encourage ASD students back into school. In addition, it is being used as a space for ASD students both with a diagnosis and those on the waiting list, which is currently 2+ years. The school recognised the need for these students to have dedicated space to use. Many of these students are vulnerable and most are at a loss during break times to know where to go or what to do. The ‘Garden Room’ has provided them with a safe space. It is only just up and running but in due course will be filled with games, puzzles, books, arts and crafts and other items for students to interact with. It is also manned during the majority of lessons so students can use this as a quiet zone if they feel they cannot stay in a mainstream classroom. It will also be utilised for meetings with health or care professionals and parents of ASD students. The calming experience should prove popular and with only a limited number of students being able to use the space – a real lifeline for those who are able to use it”.

Our Lady of the Angels

Creation of outdoor sensory safe space away from the busy nature of the playground. Provision to increase inclusivity for those children who struggle at break times, enhance Thrive provision and allow the children to access the curriculum in a meaningful way. 

“Our Sensory Garden was opened to the children a few weeks ago.   They have really appreciated the space. Children who really struggle during the un-timetabled parts of the day such as break times and lunchtime now have the opportunity to use our lunch club which now opens up to this beautiful space meaning they do not have to enter the large playground at all if they do not feel able to. It also means that those children do not have to be inside the whole time but can be outdoors which is even better for their mental health and well-being.”

St Margarets Academy

Development of Speech and Language Therapy room.

Quote from Marie-Claire Christie – Speech & Language Therapy Teaching Assistant – “With the increase of children with speech and language needs, our temporary SALT room has made a world of difference to our setting. We now have a quiet, space which aids the communication potential for the children at St. Margaret’s Academy. Children are seen individually or in small groups and the setting is used for formal assessment procedures, for certain interventions that are difficult to manage in a classroom setting. Most of these students need an environment that is quieter and contains less distraction than their normal classroom. Our temporary SALT room now offers an attractive, accessible environment which promotes a sense of belonging. However, although the room is accessible on 1st floor level to children with SEN and disabilities, staff and visitors and outside agencies, it is very small and we feel that the children would benefit from a larger working/meeting area with additional storage for a wide range of teaching resources. We are extremely pleased to have secured this space on a temporary basis and the benefits are already apparent”.

Eden Park Academy

Creation of Sensory Room. The designated sensory space will allow pupils to access the movement and sensory breaks necessary to enable them to engage in learning when in the classroom.   

Quote from Charlotte Griffin – Assistant SEND Co-ordinator – “Eden Park have turned a large cupboard into a sensory room using the SEND accessibility funding. It is being enjoyed by children aged 2-11, who need sensory breaks in the day, to enable them to focus better in class. Children can use the large dark tent equipped with light- up toys to relax in a calm environment. Some children find a trip through the squeeze machine or a jump on the small trampoline helps them to feel better in themselves. Other children like to watch the bubble lamp change colours or like to listen to relaxing CD’s. The room is usually used for just one or two children at a time with adult supervision, but it has also worked well for a small group of children lying or sitting still and listening to a children’s meditation CD. Children and staff report that it has helped children to sustain their concentration in class and remain calm and happy throughout the day”.

Watcombe Primary School

Creation of safe, defined areas for 3 x EHCP children in KS1 and KS2.

Hayes Primary School

Redesign and install gradual slope to reception entrance, level corner of field, resurface playground part astro/part tarmac for wheelchair user. This new ramp outside the reception class and pathway alongside the school field will allow children with disabilities and wheelchair users to be able to access the bottom playground and dinner hall.

Quote from Allison Grant – School Business Manager – “Our school received funding from Torbay Council via the SEN and Disability Grant.  This paid for a new ramp outside our reception class and pathway alongside our school field to allow children with disabilities and wheelchair users to be able to access the bottom playground and dinner hall. One pupil in reception has benefited massively from the new ramp which allows her to access the main reception playground independently.  She has a great time playing with her friends and can get in and out of the classroom freely.  Previously she had to go around the building and through other classrooms and this sometimes meant she missed some of her playtime. The access ramp along the side of the field has also made a great difference and this is used every day by pupils with disabilities, to get to the dinner hall.  Before this was installed, pupils had to walk through the whole school to get there using two stair-lifts and this took up a considerable amount of pupils’ lunch break and staff time. We are really pleased with the work that has been done.  It is great quality and has made a real positive difference to our pupils’ mobility and independence”.

Hayes Primary School

Creation of nurture base. Bean bags and games, benching, body socks for sensory areas, equipment for sensory area.

Quote from Allison Grant – School Business Manager – “We also received funding to develop a nurture room for children to feel safe and secure to develop their individual needs. The funding paid for sofas, cushions, beanbags, weighted blankets, lamps and a selection of developmental toys so the children can play games and work collaboratively”.

Sherwell Valley Primary School

Creation of large nurture unit.  Two areas to be refurbished to develop a small classroom area for up to 20 pupils with small designated outdoor play space. The newly created unit will allow children to receive the care and education specifically tailored to their individual needs in an environment with a significantly higher staff per child ratio than is possible in their own classroom. The school funded over half the Capital needed to complete the project.

Sacred Heart Primary

Develop outdoor sensory area/garden.

Cockington Primary

Creation of nurture unit.

Barton Hill Academy

Conversion of existing rooms to create 2 enhanced pastoral rooms and a sensory/thrive area.

St Cuthbert Mayne

Creation of nurture base for pupils with high SEMH needs.  Development of a nurture base from an existing office space, priority use given to EHCP and nurture group students in Y7 and Y8.

Quote from Sam Banks – Lead Practitioner for MFL and Differentiation/SEND – The Nurture Classroom is where our Y7 Nurture Group students have all their lessons that do not require specialist rooming (English, Maths, History, Geography and R.E.). This has given them vastly greater consistency and continuity in their experience as they transition from Primary to Secondary, as they spend a majority of their learning time in the same classroom with the same seating plan, expectations and resources. We used the money to clear and renovate a redundant classroom, fitting it out with state-of-the-art I.T. equipment and furniture chosen to give the feel of a Primary classroom. This provision has also allowed us to make other innovative additions to their curriculum, such as using their teachers’ changeover time between certain lessons to do a dynamic MFL input that gives them their entitlement to the experience of a foreign language. As well as settling in more successfully to life at STCM than has been the case for previous high-needs students, we have been really impressed with the quality of work this group is producing and the fantastic progress they have made so far this year has been really encouraging”.

St Cuthbert Mayne

St Marychurch Primary School

Enhancement of our Nurture style provision, particularly the breakout room; creating a safe, calming and sensory regulating room within the Nurture provision to allow children who are dysregulated to have a space that they can go to without feeling frightened or overwhelmed.  Resourced with lights, blinds/window covers, projections, cushions/soft mats, tactile toys, calming music, soft play equipment and safety items e.g. plug covers etc.

St Marychurch Primary School

Redevelopment and enhancement of our currently underused environmental area into a dedicated area for specific children to develop and manage their SEMH needs in a different environment beyond the classroom.

Brixham College

Development of enhanced provision for students on the Autistic Spectrum.

Below are summary details of the projects that were successful in improving inclusion within mainstream via the Accessibility Funding in 2020-21.

All Saints Babbacombe Primary

Creation of sensory room with calming bubble wall and sensory equipment.

Brixham C of E Primary

Creation of sensory room and garden.

Homelands Primary 

Creation of sensory room with resources.

Kings Ash Academy

Creation of sensory garden

Oldway Primary

Creation of sensory room.

Our Lady of The Angels Primary

Creation of communication ‘chat shack’.

Preston Primary

Creation of purpose built communication pods outside year 5/6 classrooms.

Priory Primary

Development of sensory garden/outdoor space.

Sacred Heart Primary

Creation of SEN room – sensory provision & speech and language support.

Shiphay Learning Academy

Creation of nurture/sensory room with resources.

St Margaret’s Academy

Enhancement of SEND facilities.

Preston Community Pre-School

Creation of outdoor (undercover) sensory area.

Watcombe Primary

Classroom partition to allow flexibility to manage the classroom environment for children with EHCP. 

Watcombe Primary

Creation of 2 sensory areas.

White Rock Primary

‘We very much appreciate receiving this funding – it has made a big impact on SEND children settling into our school and are very grateful to have such an amazing space at White Rock for our children’

Statement from our SENCO Cathy MacPherson,

We are delighted to have received funding to develop a Sensory Room at White Rock Primary School. We have been using it since the beginning of the academic year primarily with four autistic children who have very little language and came into our Reception Classes with EHCPs.  We have used the room to settle children when they come into school in the morning and to provide sensory breaks throughout the school day. 

We took advice from our EP when buying resources for the room and he provided training for staff working with children accessing the room.  

Unfortunately at this time only one other child has been able to access the room on a daily basis due to Covid restrictions. In the future we will ensure the room is used by a wide range of children within the school as we know they will benefit greatly from the environment.  

Brixham College

Creation of dedicated sensory and intervention space.

St Cuthbert Mayne

Provision of outdoor gym equipment and alternative PE equipment to support an inclusive and differentiated PE curriculum.

Torquay Academy

Creation of area for visually impaired students.

Torquay Academy

Creation of sensory room.

Below are summary details of the projects that were successful.  Where supplied by schools, there are also comments from the successful schools with images of the work completed.

Chestnut at Mayfield 

Re-purposed space to create new sensory room to meet needs of pupils with Social, Emotional and Mental Health (SEMH) needs.

Torquay Academy

Re-purposed space to create new changing/feeding/therapy room to meet pupils’ physical needs.

Warberry Academy

Creating a new nurture provision to support inclusive practice for pupils with Social, Emotional and Mental Health (SEMH) needs.

Preston Primary

New lift to meet pupils’ physical needs.

St Margaret’s Academy

New provision of a cabin within Forest school outdoor area for small group interventions throughout the day.

Our lovely unit is now in place and works are very nearly finished. I have attached a few photos to show you what a wonderful learning space this has created – Karen Colmer.

Watcombe Primary

Re-purposed space to create a nurture provision to improve existing provision for pupils with high needs. 

Paignton Academy

Re-purpose space to create new wellbeing/sensory rooms on both school sites to support sensory and SEMH needs – to provide calming space to help alleviate anxiety and escalate intervention and therapeutic work as needed.

Paignton Academy

Disabled toilet at the Waterleat Road site to meet physical needs.

Kings Ash Academy

Re-purpose space to create new wellbeing/sensory rooms to support sensory and SEMH needs.

The children have benefited greatly from having a designated sensory area where they can go, or be taken to, to help to reduce their anxieties and regulate emotions. We have a number of pupils with Autism who access these spaces as part of their daily timetable. Other children, especially those in the Foundation Stage and in the Nurture provision have enjoyed using this space when they are feeling emotionally upset or dysregulated.

Curledge St  Academy

Re-purpose space to create new wellbeing/sensory rooms to support sensory and SEMH needs.

The funding has been used to install two sensory rooms at CSA. One is based on the Early Years site and one is based on the main site for years 1-6 to access. This has provided much needed intervention spaces for children to use to get the sensory feedback/ input they need during the school day.

STEPS enhanced provision at Paignton Academy

Re-purpose space to create new wellbeing/sensory rooms to support sensory and SEMH needs.

Sherewell Valley Primary 

Upgrade lifts on site to meet pupils’ physical needs.

Torbay Boys Grammar

Upgrade 6 external doors to have automatic openers to meet physical needs.

Eden Park Primary 

Re-purpose space to create a new sensory area to support sensory and SEMH needs.

The project was to turn a room available in school into a Respite Space, a room that we can use with some o the most high needs children who find full time in a mainstream classroom sometimes a challenge. The money allocated was used to create a wonderful space that is light and inviting, but also purposeful and safe. It included the fitting of doors that allow the children to be kept safe, cupboards that can be locked, improved IT capability, a sink area for cleaning up creative projects and the construction of a purpose build changing area for handling intimate care discretely. Some money was also used to create a hugely successful outside space and a gazebo so that the children using the space are kept dry during inclement weather. All round, we are now able to have a much more useful space, safe and clean and attached to a pre-existing sensory room that supports these children more comprehensively than was previously being managed, but providing a base for the children when not in their allocated classroom. 

South Devon College

Re-purpose space to create a nurture area.

This provision has become invaluable within the Learning Opportunities department for our learners. It is a warm, supportive and calming area for all of our learners, especially those with SEMH needs, to talk, practice Mindful Craft and Art, share problems and achievements and seek guidance and sign posting to many matters. The impact this provision has had, has been quantifiable as our learners have all responded so positively to being able to access this extra and consistent support that helps them to strive and achieve.

What some of our learners have to say about having this provision available to them –

•   “ it helps me to regulate my behaviour and emotions”
• “ it’s a great place to talk things over”  
• “ It helps to keep me calm”
• “ It helps me to process things that have happened in the past”

Shiphay Learning Academy

Re-purpose space to create a new nurture room to support sensory and SEMH needs.

Keep up to date with the latest information for SEND families with our regular email newsletter. We publish two bulletins each term, and include news and events, as well as updates on how we’re progressing with planned improvements.

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See previous issues of our SEND newsletters

• SEND newsletter – 7 July 2026
• SEND newsletter – Thursday 7th May 2026
• SEND newsletter – Friday 20 March 2026
• SEND newsletter – Wednesday 4 February 2026
• Combe Pafford School Consultation – Special Edition
• SEND newsletter – Thursday 4 December 2025
• SEND newsletter – Thursday 9 October 2025
• SEND newsletter – Thursday 24 July
• SEND newsletter – Thursday 22 May 2025
• SEND newsletter – Friday 4 April 2025
• SEND newsletter – Friday 14 February 2025
• SEND newsletter – Thursday 19 December 2024.
• Participation Survey Results – special edition
• October 2024
• July 2024
• May 2024
• March 2024
• February 2024
• December 2023
• October 2023
• Graduated Response – special edition
• July 2023
• May 2023
• March 2023
• February 2023
• November 2022

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Contact Special Educational Needs

• ehcp@​torbay.gov.uk
• 01803 208274