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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.
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. The scheduled teacher training has been completed and all staff have access to the Hub and resources.
Fox and Doe Tors have classroom displays and are actively using the skills passports to track progress. Hare and Roo Tor are using a different passport system with stickers for the students. This has encouraged the students to look out for the skill they are working on throughout the day and is proving a good motivator.
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. A working party is to be set up to create a small steps document that will meet the needs of 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 and our own school assessment processes).
Students in Doe Tor 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.
The data collected for both P4A and SEMH demonstrate the progress made across the school. All students have had a skills builder baseline assessment completed and this has been reviewed in Summer 2 2025.
Focus tightly
At Tor View, we are spreading the skill themes across an academic year. This allows direct teaching and practise of the theme to occur across the curriculum. Re-enforcement 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.
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 have recently engaged in an offsite work experience trip where they visited Devon construction and were able to try a range of different activities. 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
We will be further embedding Skills Builder in Post 16 and introducing it within the school in all key stage areas. We will continue to modify the resources and creating more that are specific to our learners needs.
Next year, all teachers will be planning skills -based sessions into their weekly activities. This will look differently for our different pathways.
Informal- The skill/skills focused on that term is clearly identified on the planning. The vocabulary and visuals are used with the students and on AAC devices where they are used. Staff will model the language of skills builder and labelling the actions when the students are seen engaging. Building the familiarity and confidence with the students.
Semi-formal- Twice weekly sessions built into the current play- based curriculum where a specific skill is focused on. For example, the use of vocabulary around the skills when role playing and through imaginative play. Adults modelling the use of the language and the skills and enco
