SEND at Churston

Our identification and support of students' needs at Churston follows a 'graduated response', following local and national best practice.  The ultimate aim is to provide the right support to the right students when they need it. 

The graduated response can be thought of as having three levels: 

Universal Provision → Targeted Provision → Specialist Provision

These are detailed below: 

Universal Provision - Sometimes called ‘Invisible Inclusion’ or ‘Ordinarily Available Provision’

This includes all of the approaches, systems and provisions that are in place or available for all students at all times.  The vast majority of students’ needs are met by good quality universal provision.  For example: Good quality inclusive teaching (which may include carefully ‘chunked’ information, clear presentation and communication, good use of visuals, an ambitious but safe classroom climate) benefits all students including those with a variety of additional needs. 

Our universal provision includes: 

• Sharing of information with staff / parents / students

• Inclusive curriculum design to ensure learning is accessible to all

• Whole-school training on quality inclusive teaching

• Strong & available pastoral support

• Google Suite for Education (docs / slides / Classroom)

• ‘Chance, Choice, Consequence’ - simplified, clear, consistent rules

• After school ‘Cube’ availability

• Specific self-development covered in PSHE / Tutor time / Assemblies

• Exams access assessment / adjustments 

• Huge range of co-curricular and extra-curricular opportunities

• Our student body - from supportive class mates to 6th Form helpers!

Targeted Provision 

This includes approaches, systems and provisions that may need to be put in place or made available for some students at some times.  Where more targeted provision is put in place over a longer period of time for a student, the SENDCo may decide that this student needs to be formally added as a student with SEND (‘SEND Support’) on the school Record of Need. 

Examples of more targeted provisions may include: 

• Seating position in class

• Targeted use of Chromebooks (lower school) 

• Use of ‘safe spaces’

• Time Out cards / Movement breaks

• Wellbeing Ambassador support

• Regular ‘Check-ins’ with member of staff

• Use of individual / accessible toilets

• Uniform reasonable adjustments - individual

• Earbuds / Ear defenders

• Talkabout Club

• Homework support club

• Lego Club / Quiet Club - Range of clubs

• Regular sessions with our Emotional Literacy Support Assistant (ELSA) 

• A key adult

• Some Teaching Assistant support in class

• Therapeutic Counselling

• Timetable adjustments

• Referral to Early Help 

• Referral to CAMHS

• SEND Passport (for students who are at SEND Support level)

Specialist Provision 

This includes approaches, systems and provisions that may need to be put in place or made available for just a few students at certain times.  Often, students who require support at this level may need to have their strengths, needs and provisions outlined in an Education Health and Care Plan (EHCP), which is supported through the local authority. 

Examples of more targeted provisions may include: 

• More extensive Teaching Assistant support in lessons

• Regular access to an external alternative provision

• Regular support from specialist teacher

• Regular support from specialist medical teams

• Significantly adjusted timetable

• The school has a SEND Policy

• School SEND information document - this is a resource produced with Torbay Council

• Churston's SEND Information Report 2025 - a document the school's governors are required to produce annually

• Independent information, advice and support regarding SEND is available from SENDIASS Torbay (Special Educational Needs and/or Disabilities, Information, Advice and Support Service)

• Information about the Torbay's local SEND offer is available here

The best place to start is probably with a conversation with the school SENDCo.  

They will be able to help you explore what is happening at home and in school and what various next steps might be to supporting your child. 

With or without a diagnosis or a label, the first step needs to be to start trying to understand and support the child’s needs, as they are presenting.   

There are a variety of possible provisions to explore (see the section “How we support students' needs”) and it is sensible to adopt a graduated approach to find the right level of support required.