What are Special Educational Needs?

Some children have barriers to learning that mean they have special needs and require particular action by the school. They may be for a short period or throughout a child’s educational life. They may be identified before a child has even entered school or they may come to be recognised at a specific point in their education. 

Trust Policy

They may have difficulties with:

● Reading, writing, number work or understanding information. 

● All of the work in school. 

● Expressing themselves or understanding what others are saying. 

● Speech and/or language. 

● Making friends or relating to adults. 

● Behaving appropriately in school. 

● Organising themselves. 

● Sensory or physical needs. 

● Emotional needs. 

How do we support your child?

The Cornerstone Academy Trust is proud of the work it does with all its pupils and it has significant strengths working with children with special needs. We build self-esteem with positive learning experiences and successfully involve children with whole school life. We endeavour to make every effort to achieve maximum inclusion of all pupils (including those with SEND) whilst meeting pupils’ individual needs. Teachers provide learning opportunities for all the pupils within the school environment and provide materials appropriate to pupils’ interests and abilities. This ensures that all pupils have full access to learning opportunities within a broad and balanced curriculum. We apply the Assess, Plan, Do, Review approach and use Devon’s Graduated Response Tool to guide our high quality Universal, Targeted and Specialist provision. 

When providing more targeted and specialist support, we use the appropriate internal specialists, including the School Nurse (social and emotional, health and wellbeing) and Speech and Language Therapist and where necessary, make referrals to external services. 

SEND Team

The Trust’s SEND provision is led by Teresa Cavallo (Head of Strategy and Children’s Services). She oversees Special Educational Needs provision across all schools in the Trust and works as one of the Special Educational Needs Co-ordinators. The Trust also employs four additional SENDCos; Joe Foster, Emily Daniels, Kate White, Duncan Nelmes, Marine Grillet, Jim Green and Sarah Thorn. Our Speech and Language Therapists: Sally-Anne Taylor and Sarah McLeod and School Nurses: Tracey Wills, Lucy Atherden and Rachel Shelton complete the Trust’s SEND team.

All are happy to speak to parents and carers about general issues related to special needs as well as specific questions relating to your child. The SENDCOs will work with you, your child and the staff to deliver a graduated response to Assess, Plan, Do and Review any support to:



• Develop effective ways of overcoming barriers to learning. 

• All of the work in school. 

• Expressing themselves or understanding what others are saying. 

• Speech and/or language. 

• Making friends or relating to adults. 

• Behaving appropriately in school. 

• Organising themselves. 

• Sensory or physical needs. 

• Emotional needs. 

Address

Broadclyst Primary Community, School Lane Broadclyst,

Exeter, EX5 3JG

Contact

Contact: admin@tcat.education

Phone: 01392 304040

© The Cornerstone Academy Trust 2025

Michael Morpurgo

Michael Morpurgo is the former Children’s Laureate and best-selling author of over 150 books, including Private Peaceful, Kensuke’s Kingdom, The Butterfly Lion, and War Horse which was published over 40 years ago and adapted into the hugely successful stage play by the National Theatre. In 1976, Michael and his wife, Clare, started the charity Farms for City Children which has offered over 100,000 children and teachers from urban primary schools the chance to live and work in the countryside for a week, and gain hands-on experience. Michael received a Knighthood in 2018 for services to literature and charity.

Find more at:
www.michaelmorpurgo.com
www.farmsforcitychildren.org

Ed Finch
Ed Finch is a storyteller, blogger and speaker. Ed worked as a teacher and headteacher for more than twenty years and is known as co-founder of #BrewEd, convener of Oxford Reading Spree and too many more projects to mention – all with the aim of bringing connection and creativity to the education sector. Ed was named one of the most influential educators of the year by TES in 2019. Ed lives in Crediton, Devon where he enjoys walking, swimming and making music with friends.

  “One of the finest story tellers I’ve ever heard … and I have heard lots”. L. Macfarlane (Educator and Bookseller)

Breakout 1 summary:
Oral Storytelling for Learning
Ed Finch demonstrates how oral storytelling can be used in the classroom to enable really high quality talk. Ed will take us through the process by which he helps children to learn a new story and explores some activities that can be used to deepen children’s experience and link into other learning. You can harness the power of the storyteller to put extended, meaningful, speech for a purpose into your pupils mouths and ears.

Breakout 2 summary:
Story Time
Sharing a picturebook or a class novel builds prosody, vocabulary, a sense of ‘the voice of the reader’, empathy and relationships in the classroom. It’s one of the most powerful tools we have. So let’s do it really well. Work with Ed to look at a picturebook and an excerpt from a popular class novel to explore what makes a really good reading. Yes, we will do the voices.
Professor Jessie Ricketts
Professor Jessie Ricketts  is based in the Department of Psychology, Royal Holloway, University of London and directs the Language and Reading Acquisition (LARA) research group. Jessie researches language and literacy in children, young people and adults. She is particularly interested in how reading benefits children’s learning and language. For example, how does learning to read change the way that we process language? Should we emphasise written forms when teaching children new words? How can we support adolescents to read more so that they can expand their vocabulary knowledge? Jessie works closely with teachers, educational charities and policy makers to conduct research and consider its implications for education.

Breakout 1:
West Somerset Reading Project Schools: Impact & Celebration

Breakout 2:
Reading and Vocabulary: What the Research Tells Us
Tom Colquhoun

Tom is the Director of the Somerset Research School and Assistant Headteacher and School Improvement Leas at The Blue School, Wells. Tom has been teaching for 24 years and has held various leadership roles in two large secondary schools in the South West. He facilitates a number of Research Schools Network training programmes alongside managing the work of their growing group of ELE & EA's. Tom also delivers keynote presentations at conferences and events across the region. Tom is passionate about engaging with research evidence to improve teaching and learning and enjoys supporting other professionals to do the same.

Professor Dominic Wyse

Dominic Wyse FAcSS FRSA is Professor of Early Childhood and Primary Education at the Institute of Education (IOE), University College London (UCL). He is Founding Director of the Helen Hamlyn Centre for Pedagogy (0-11 Years) (HHCP), a research centre devoted to improving young children’s education. Dominic was President of the British Educational Research Association (BERA) from 2019 to 2022.

Dominic has made a leading contribution to research on curriculum and pedagogy, including national curricula, for more than 25 years. He has led multiple research projects and has published many books and research papers. Dominic’s main research is on effective teaching of reading and writing. His book ‘The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading and Writing’ (co-authored with Charlotte Hacking. Routledge Publishing), and a research paper, advanced ‘The Double Helix of Reading and Writing’, a new theory and model for teaching. Dominic’s research on writing developed ‘the ear of the writer’ as a metaphor for effective writing across the life course, for novice and expert writers. This multidisciplinary research was published in the book ‘How Writing Works: From the invention of the alphabet to the rise of social media’ (Cambridge University Press). An original feature of the work was the comparisons made between language and music. Dominic’s research on grammar and writing, in the context of national curricula, has included seminal research papers and more recently a randomised controlled trial to examine a new approach to teaching grammar. The book ‘Teaching English, Language and Literacy – 5th Edition’ (with Helen Bradford and John-Mark Winstanley. Routledge) has been a leading text for teachers and teacher education for more than 20 years. ‘>Dominic Wyse FAcSS FRSA is Professor of Early Childhood and Primary Education at the Institute of Education (IOE), University College London (UCL). He is Founding Director of the Helen Hamlyn Centre for Pedagogy (0-11 Years) (HHCP), a research centre devoted to improving young children’s education. Dominic was President of the British Educational Research Association (BERA) from 2019 to 2022.

Dominic has made a leading contribution to research on curriculum and pedagogy, including national curricula, for more than 25 years. He has led multiple research projects and has published many books and research papers. Dominic’s main research is on effective teaching of reading and writing. His book ‘The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading and Writing’ (co-authored with Charlotte Hacking. Routledge Publishing), and a research paper, advanced ‘The Double Helix of Reading and Writing’, a new theory and model for teaching. Dominic’s research on writing developed ‘the ear of the writer’ as a metaphor for effective writing across the life course, for novice and expert writers. This multidisciplinary research was published in the book ‘How Writing Works: From the invention of the alphabet to the rise of social media’ (Cambridge University Press). An original feature of the work was the comparisons made between language and music. Dominic’s research on grammar and writing, in the context of national curricula, has included seminal research papers and more recently a randomised controlled trial to examine a new approach to teaching grammar. The book ‘Teaching English, Language and Literacy – 5th Edition’ (with Helen Bradford and John-Mark Winstanley. Routledge) has been a leading text for teachers and teacher education for more than 20 years.

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