Inclusion & SEND

Where learning is fuelled by creativity

Our Special Educational Needs Coordinator is Mrs Claire Ewart, supported by Mrs Katie Webb.

Our SEND Learning champion is Mrs Jo Ascroft

Our SEND link governor is Dr Jasmin Tregidga

At Threemilestone School we value all children. We believe that our children with Special Educational Needs and Disabilities (SEND) have an equal right to an education that enables them to develop fully. We firmly believe that supporting children with SEND is a whole-school responsibility and we aim to do this through high quality teaching, early identification of SEN and collaboration between leaders, teachers, support staff, external agencies and most importantly families.

Children with additional needs are identified through a combination of observations of the children as individual within their classrooms by our experienced staff, tracking the outcomes of assessments and through discussions with parents.

We respond to children’s diverse learning needs and enable through scaffolding and adaptation more suitable learning challenges to be set for all. It is clear that everyone is on a journey and that journey will take different speeds, and each child will have different obstacles in their way. It is an adventure which we embrace.

Children who have special educational needs such as learning, speech and language or physical difficulties, will be monitored and supported on Pupil Record of Need. Together with their families, they’ll have termly meetings with the class teacher to review progress towards set targets, discuss new targets and the strategies needed both at home and school to enable the children to achieve. The school has an online platform called Provision Map where all of this information is then shared with families.

If you have any concerns, or wish to discuss your child’s learning , please do not hesitate to contact your child’s class teacher in the first instance and then should you require further information please contact Mrs Ewart or Mrs Webb via the school office.

This page has further documents such as the School’s Local offer and Information report as well as links to agencies for support within Cornwall which may be useful.

IDFS+ Quality Mark

“As the assessors moved around the school, they were acknowledged with a smile and a greeting. The pupils who led the school tour were confident, passionate and highly enthusiastic about their learning. They are a real credit to the setting. They were able to tell us in detail about their past and current learning and discussed the many strategies and resources they had access to in order for them to achieve to their potential.”

We are thrilled to share with our school community the report from our recent success in gaining the Inclusive, Dyslexia Friendly Schools Quality Mark status. We are really excited to have the hard work and commitment to inclusivity celebrated as we put so much value in this aspect of our children’s lives. Thank you to our whole staff team and our Governing Body to sharing this passion and dedication for doing the very best we can do – for ALL children.

CLICK HERE  for the full report

IDFS accreditation certificate 

“Staff work hard with pupils and parents to create a sense of community. Pupils are highly valued, their needs come first and provision is detailed and personalised”



At Threemilestone School we value all children. We believe that our children with Special Educational Needs and Disabilities (SEND) have an equal right to an education that enables them to develop fully. Through high quality assess, plan, so and review procedures we aim to:

  • Ensure that SEND needs are identified early
  • Ensure that all children have access to a broad, balanced and ambitious curriculum through quality-first, inclusive teaching
  • Build positive partnerships between school and families as a key role in supporting children 
  • Ensure that all children are able to take part in all aspects of school life despite any additional needs that they might have
  • Encourage independence in all aspects of school life for all of the children at Threemilestone School
  • Place the child and their family at the centre of all discussions and decisions regarding provision
  • Provide an inclusive environment that meets the needs of all children
  • Support children using highly trained teaching assistants and support staff
  • Provide a range of provision that is reviewed frequently and matched to the changing needs of the children 
  • Regularly monitor the progress of children and review outcomes
  • Create Learning Plans that are tailored to the needs of individual children 
  • Ensure that there are effective transition procedures in place to ensure continuity and support when moving through the school, and then on to other schools


At Threemilestone School, supporting children with SEND is a whole-school responsibility. Through high quality teaching, early identification and collaboration between leaders, teachers, support staff, external agencies and families, children with SEND will be supported to succeed through:

  • A constant cycle of ASSESS, PLAN, DO, REVIEW. The needs of children will be identified as early as possible through observations, assessments, regular pupil progress meetings (every term), discussion with parents/carers and previous settings. In Early Year,  Language Link is used to identity children who may be having difficulty with language and communication
  • The school employs an independent Speech and Language Therapist (12 days a year) to help with the identification and support of children with speech and language difficulties. 
  • All children identified as having additional needs will be placed on the RON (Record of Need) and they will have a Learning Plan written. This plan will identify provision and targets (usually 3) specific to the child’s needs. 
  • A whole school Provision Map will highlight any additional provision being employed, intended outcomes, amount of time allocated and the frequency of sessions. These are reviewed termly using progress data and Pupil Progress meetings
  • Interventions are carried out for identified individuals. These interventions range from subject specific skills such as phonics, reading, maths and physical development as well as the skills needed for social development and effective communication c  
  • Learning Plans will be reviewed 3 times a year with parents/carers and children  using a ‘Structured Conversation’ format. Provision Map will be used to write and share Learning Plans with parents/carers. 
  • For children whose needs cannot be met at SEND Support, an Education Health and Care Plan will be sought through the Local Authority
  • Advice and support will be sought from a range of external agencies (SALT, CAMHS, OT, School nurse) and staff will alongside other professionals  to aid in the identification of particular needs as well as in the implementation of support recommendations offered
  • The SENDCO reviews staff training needs. There will be regular training session for teaching assistants (at least 5 times a term) and SEND will regularly be the focus of teaching staff TLT sessions (at least once a term)
  • All children at Threemilestone School receive quality first teaching – this includes a range of strategies which allow for inclusive learning practices (see ‘Curriculum Adaptations’ section of this document). Teaching staff have ambitious expectations and are expected to make necessary adjustments needed in order to offer a full and balanced curriculum to all children. A range of assessments regularly feed into planning and Pupil progress meetings assist in the identification of any concerns relations to pupils’ progress and wellbeing. 

Clear transition processes are in place for movement between year groups, key stages and on to secondary school. Class teachers and teaching assistants spend at least 2 sessions with their new classes prior to two whole school moving up days. There is a good relationship with the local secondary school and information is shared about all of the children and all of the children attend a transition day. Enhanced transitions are provided for those identified as being more likely to find the process challenging. This can include extra time getting to know the staff and new classroom, extra meetings with parents/carers, opportunities for enriching activities, or photos and visual aids to discuss with their parents. All children with an  EHCP are provided with a transition booklet which they can access over the summer holidays.



The impact of the provision outlined above will be as detailed below. This impact will be monitored regularly and fed back to governors at least annually. 

  • Children are happy, safe and nurtured within school
  • Children with SEND will have a high level of engagement in aspects of school life
  • All children, regardless of their starting point, have the same opportunities and experiences as their peers including a broad, balanced curriculum and enrichment activities. 
  • Children with additional needs are identified at the earliest point and support is then put in place
  • Interventions are tracked every term and progress is closely monitored to evaluate impact. Through Assess, Plan, Do, Review alternative provisions or levels of support are implemented when necessary
  • The class teacher is in regular contact with parents/carers of children with SEND, to keep them up to date with progress and next steps. Families feel supported, informed and listened to by the school
  • Children on the Record of Need have a Learning Plan that has SMART targets. These are reviewed termly, and new targets are set based on discussions between home and school
  • Children with SEND make expected progress. When expected progress is not made, plans are put in place to address this and allow for accelerated progress through interventions, external agency support and discussion with families. 
  • There are effective relationships with all external agencies. Advice and guidance is used effectively and support is adapted accordingly.
  • Staff are knowledgeable and informed about the needs of their children and how best to support them: they ask for help when they need it and the SENDCo ensure they are fully supported through CPD and thorough discussions
  • Children feel happy, safe and secure when moving year groups.
  • Children leave Threemilestone School with the tools to be independent and resilient. Secondary schools are made fully aware of the needs of the children coming to them and the best ways to support them

Whole Class Teaching strategies

SEND adaptations

Examples of SEND adaptations across the school day:

In Maths:

In Humanities:

In Art:

SEND adaptations @ TMS

SEND information and Local offer

Cornwall SEND Local Offer

TMS SEND Information report September 2023 

TMS SEND local offer 2023-24

Cornwall’s SEND Local Offer aims to hold all the information relevant to children and young people with Special Educational Needs and Disabilities (SEND) and their families in one place. It will tell you everything you need to know in order to make informed choices about the support your child receives. Visit the Cornwall SEND Local Offer website for more details.

SEND services

If you child receives support from any of the SEN Services (Physical and Medical Needs Advisory Service, Cognition and learning Service, Hearing Support Team, Vision Support Team, AAC Team) and you would like some advice, then you can contact them using the emails below:

Early Help Hub


Parent Carers Cornwall

Augmentative and Alternative Communication Team:

Cognition and Learning Service:

Hearing Support Team:

Physical and Medical Needs Advisory Service:

Vision Support Team:


Read to and with your child as much as possible. It is important that they continue to engage with books, and continue to develop a love of reading. Check the learning area of the website for weekly English learning activities provided by your child’s teachers. Ms Teagle is also sharing ‘Teagle’s tips’ videos in the TMS staff learning tips section – these will be great for some of those tricky words that lots of children find a challenge. The children can all still access spelling shed and below is a list of some websites/resources which might also be useful. 

Dyslexia Cornwall  lots of interactive spelling games – working memory games – working memory games – not computer based – printable games to improve phonemic awareness with younger children  – David Walliams (and friends) will be reading stories every day at 11am.

Sensory Integration and Dyspraxia

Helpful as well for children with, and difficulties similar to, an ASD diagnosis. – ideas for sensory activities that can be done at home  – heavy work activity ideas – some of them even involve jobs around the house!!  – Oti Mabuse will be streaming live dance classes daily for children at 11.30 am – this might be fun for you all to have a go at! – Free activities including breathing exercises, meditation and more lively activities too. These are ideal for younger children.


Below are some resources to help you support your child: structuring their day, using their emotions have a look at the previous tab, to help manage their sensory needs.  – visual timetable to print and use at home – emotions cards

Speech and Language

If you have a child who has a formal Speech and Language programme then you should have been sent a copy of this by the therapist. If you do not have this, then contact Mrs Ewart via and she will be able to scan and send you a copy. If you are able to do this programme at least 3 times a week then this would be great. 

Below are a couple of links to some free resources which might also be of use at home.

Accessibility Plan

Please click on the link to download the Accessibility Plan:

TMS Accessibility Plan 2021 – 2024

Are you a parent/carer of a child who is neurodiverse and worried about the specific challenges in the world of online gaming? CLICK HERE to read some great guidance from