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Inclusion and SEND

Special Educational Needs and Disabilities/Inclusion

Sir Robert Geffery’s School prides itself in being an inclusive primary school; we welcome all children, regardless of need or ability. We believe that all our pupils deserve the best start in life and want them to be supported and challenged to meet their full potential. Sometimes, our pupils may need additional support to do well in school and throughout their time at SRG, pupils receive varying levels of support according to their changing needs and circumstances. Nic Jones our SEND coordinator works alongside parents, outside professionals and all staff, to ensure that in these cases children have the support and guidance they need, using strategies and interventions designed to overcome their barriers to learning.

We actively seek the involvement of pupils and parents at every stage, from identification and assessment, through to reviewing the support in place.

If you have a concern about your child, please speak to their class teacher or contact Nic Jones: or 01752 851362

How we support children with SEND at SRG


How we support children with SEND in specific subjects

SEND Code of Practice
Cornwall’s Graduated Response



Design Technology 











Further Information

Social, Emotional and Mental Health Support

At SRG we adopt a whole-school approach to improve learners’ attendance, foster an atmosphere that is conducive for learning and promotes tolerance, resilience, fairness and equal opportunities for all. Nic Jones is our Senior Mental Health Lead, trained in both the Thrive Approach and Trauma Informed Schools (TIS). She works alongside Sam Bowers, Vicky Lavis and Laura O’Keeffe who also hold the Level 5 Diploma in Trauma and Mental Health-Informed Schools and Communities Practitioner status and Carolyne Pierce-Jones who is ELSA trained.


All staff at SRG receive regular training in order to help them identify any potential concerns and support children’s emotional needs.  As well as an intervention carried out to support a small number of children, we consider it to be a whole-school approach. We believe that all behaviour is a form of communication which needs to be understood and supported. Thrive/TIS approaches  feed into everything we do; the way we speak to children, the way we manage behaviour, how we get to know our pupils and their families and how we share all achievements.

Sometimes, events happen in life which may mean your child needs some extra support to get them back on track.

We can support your child with:

We also work closely with external agencies to identify the best approach to support your child.

We have created dedicated spaces inside and out where your child can be supported in a safe and friendly environment.

What is the Thrive/ TIS Approach?

The Thrive/TIS Approach draws on the latest research – from current neuroscience, recent attachment research, current studies of effective learning and current models of child development in order to help our school to understand the needs being signalled by children’s behaviour. It gives us targeted strategies and activities to help them re-engage with learning and life.

Children who need a little bit of extra help are identified through a variety of ways such as discussions with class teachers, or through communication with families or outside agencies. For some children there may be an obvious reason why they need a bit of extra support, for example, bereavement, family break down or an identified medical condition. For others, there can be no obvious trigger to why they are finding some aspects of school and/or home life difficult. Support may occur in a small group or 1:1, depending on the child’s needs.

For more information visit For more information on The Thrive/TIS Approach, visit their websites: