Approximately one in five children will have special education needs at some time during their school career – this may mean having a learning difficulty and/or physical difficulty that makes it harder for them to learn than most children of the same age.

We have a team of staff who may be involved in supporting your child at Cockington. These include:

Your child’s teacher – your first port of contact for any concerns. They are available to you at the end of the day and often through booked appointments and manage the day-to-day provision and education for your child.

Teaching Assistants – who support all pupils in the class. We have several additional TAs who help support groups with their learning and/or maybe allocated to individual children with specific special educational needs.

Social, Emotional and Mental Health Lead – Sam Hill– who works with children who may be experiencing a particular period of trauma or emotional difficulty.

Nurture and lunch groups run by our pastoral team.

A SEND Hub where interventions can run, led by Charlotte Taylor and Dani Goodwin

Deputy Safeguarding Leads and Pastoral Support – Zoe Davies and Jennie Kerry – who primarily works with child protection concerns, attendance issues and children with an emotional or social difficulty.

SENCO – Victoria Squires – coordinates the provision of SEN in school and liaises with external agencies.

Children within school will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve other staff in the school, staff who visit from Torbay’s central services or staff who visit from outside agencies such as the Speech and Language Therapy Service.

The Local Authority has special arrangements for assessing children and deciding which facilities are appropriate for the needs of each individual child. Parents and Carers may request that an assessment be made.

A formal assessment may result in a EHC plan being issued. This EHC plan will indicate exactly what provision a child will receive.

Children are encouraged to take responsibility for their own learning and are helped to develop high self-esteem and motivation for learning. We involve the children (and parents) in every step of their own learning, for example, children help to construct their ISPs (Individual Support Plans) used for children who require a unique curriculum.


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