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Tor View School, situated near Tavistock in Devon. We are an independent school providing specialist education and care services to young people between the ages of 7 to 18 years with identified special educational needs (SEN), who have an education, health and care plan (EHCP). Our young people are at the heart of all we do at Tor View School. Our caring and dedicated staff get to know each student and develop the relationships that make young people feel secure, valued and ready to learn. Our individually tailored learning and person-centred support transforms young lives: students re-engage with learning and make the academic progress for positive transitions to further learning and employment. They build the resilience, emotional and social skills they need for lifelong learning and growth. Every child is encouraged to be aspirational about their future and supported to reach their true potential. We pride ourselves on the positive relationships we build with our students and their families, and the welcoming, caring and supportive environment young people learn in. Students at Tor View School are supported by a motivated and experienced staff team providing the highest standards of teaching and care. We share a passionate commitment to supporting young people to overcome their barriers and achieve everything they are capable of achieving.
Overall impact
The Skills Builder programme has given us as a school the framework to support teachers in building essential skills into all areas of the curriculum. It has given a range of ideas which are very clear and differentiated to be accessible for all our student groups. The programme has provided a tool which can be used by all staff to support students as they develop their skills and prepare for life after school. Skills Builder skills are highlighted and modelled by staff every day. This has been the greatest impact of the programme as we are now starting to see students highlighting the skills themselves within their daily routines and activities. Pupils are able to talk about each of the skills and how they use them day to day. The programme has also provided a common language that is used by all staff. Staff training has also been developed through the use of the Skills Builder resources and Accelerator+ programme.
Pupils support each other and are recognising each others and the skills they are using. They offer support to each other throughout the day.
Keep it simple
We have a shared common vocabulary throughout the school, re-enforced by posters and frequent references to aspects of essential skills during everyday interactions. Our students have opportunities to use and develop skills within everyday tasks and activities. Teacher training has been completed and all staff have access to the Hub and resources. All classrooms have displays and are actively using the skills symbols and language. Some classes where appropriate are using passports to track progress. This has encouraged the students to look out for the skill they are working on throughout the day and is proving a good motivator.
We have adapted the Skills Builder assessment and project framework to better meet the developmental needs of our informal learners, as the original progression steps were not accessible. By breaking skills into smaller, more achievable increments, we have ensured that all pupils can engage meaningfully and demonstrate progress.
Start early, keep going
The Skills Builder programme forms the foundation for essential skills development across the age ranges at Tor View. As students present with a range of needs and abilities, there is a significant requirement to adapt, differentiate and enhance various aspects of the programme and resources to meet the needs of pupils and allow progress, at times in small steps, across the varied groups in school. This year we have worked with our Education Associate to tailor skill steps, resources, and training for our informal learners.
Measure it
Tor View uses a range of strategies and methods to identify the level of skills students have and where intervention is needed. The Education and Health Care Plans (EHCP) of all pupils form the basis of all support across the school and common targets are recorded and targeted. We monitor individual and group assessment marks and starting points alongside progress as students continue to develop skills (using a combination of Skills Builder Hub assessments, bespoke assessments, and our own school assessment processes). Students in the formal pathways have identified a skill strength and a focus skills they would like to develop. In particular these students are able and willing to identify when they are using the skills they are covering in different contexts. All pathways have chosen a skill to work on each half term and this is mapped out over the year.
Focus tightly
At Tor View, we are spreading the skill themes across an academic year. This allows direct teaching and practice of the theme to occur across the curriculum. Reinforcement opportunities and practice activities are facilitated by all staff, wherever possible, in their lessons or activities. All staff are using the vocabulary linked to the skills and a few students are now using the language around the school when interacting with peers.
Keep practising
Tor View uses a wide range of strategies and methods to practise essential skills. This includes the curriculum and cross-curricular activities. We also practise essential skills during vocational activities and our enrichment activities (such as LOTC, Shopping and Food Technology), through off-site trips and through our work-experience programme across our school and local community. This year, we have incorporated projects like Brilliant Bakes into our curriculum, supporting learners to see the connections between essential skills and independent living activities.
Bring it to life
Students engage in a range of onsite and off-site activities and projects that allow essential skills to be practised. Our post 14 students engage in offsite work experience trips. One student who has been developing his speaking and listening skill within school demonstrated his progress with his positive interactions with external staff on this visit.
What's next
Next year we will build on our successes from this year, continuing to tailor our approach to specific pathways. We also hope to access the full range of projects and link these with our class -based projects. We aim to engage parents and carers with the skills providing activities they can do at home.
We will align our adapted Skills Builder projects with ASDAN accreditation pathways, ensuring that all learning is purposeful, developmentally appropriate, and leads to recognised outcomes. Projects and challenges will be carefully differentiated to meet the needs of all pathways, particularly our informal learners. This integrated approach will provide clear progression routes and directly supports EHCP outcomes, with evidence feeding into annual reviews through a Preparing for Adulthood (P4A) lens.
