Prior's Court

Last updated: 20/07/2023

Prior's Court Foundation is a registered charity managing:

  • Prior's Court School, a residential special school for young people with complex autism between the ages of 5-20 years.
  • Prior’s Court Young Adult Provision for young adults between the ages of 19 and 25 with autism, learning difficulties and complex needs. It offers 52 week residential care with an onsite learning centre.

All young people at Prior's Court are on the autism spectrum, have moderate to severe learning difficulties and complex needs.

The Local Offer details the School provision. See priorscourt.org.uk for details about other services.

Who to contact

Contact Name
Admissions & Family Support team
Telephone
01635 247202
E-mail
admissions@priorscourt.org.uk
Website
Prior's Court
Facebook
https://www.facebook.com/PriorsCourt/
Instagram
https://www.instagram.com/priors_court/
Twitter
https://twitter.com/PriorsCourt

Where to go

Name
Prior's Court School
Address
Priors Court Road
Hermitage
Thatcham
Berkshire
Postcode
RG18 9NU
Notes

Prior’s Court School is located near Junction 13 (for Chieveley) of the M4. The nearest train stations are Newbury or Didcot.

Prior’s Court Young Adult Provision is based at the same site, with an off-site residential home in the village of Hermitage.

Time / Date Details

When is it on
Prior’s Court School offers day, weekly and termly placements over 38, 44 and 52 week placements and 52-week placement for the Young Adult Provision. It is open all-year round.

Other Details

Costs

Details
Fees are dependent on the level of staffing and the length of placement required.

Availability

Age Ranges
Referral required
Yes
Referral Details

An initial screening of statutory reports is undertaken by the Admissions Manager following completion of an admissions questionnaire and feedback to the Practitioner Panel to establish suitability to assess the young person. With the support of the local authority, the young person and their parents/carers are invited to an on-site assessment undertaken by senior lead practitioners with significant experience and members of the multi-disciplinary team where appropriate. A second assessment in the current provision or young person’s home is undertaken if necessary.  

The assessment, together with further information from parents/carers and professionals, is considered by the Practitioner Panel to determine whether Prior’s Court School would be able to meet the young person’s needs, provide a compatible peer group, appropriate environment, enable progress, the impact of admission on the young person and existing young people  and if an appropriate placement is available. Decisions by the Practitioner Panel are guided by Prior’s Court School’s Admissions Policy and the SEN Code of Practice. The Practitioner Panel confirm that the admissions criteria have been met and that a place is available before an offer of placement may be made.   

The suitability of the placement and level of support required will be subject to an initial 3-month review and annually thereafter. 

Other notes

Prior’s Court School is an independent residential special school focussing on meeting the needs of children and young people from 5 to 20 with complex autism and moderate to severe learning difficulties. Based in Berkshire, students come from Local Authorities across the UK. 

Prior’s Court was set up in 1999 by Dame Stephanie Shirley, an IT entrepreneur and mother of an autistic son who wanted to create the school she wished had been available when her son was young. 

Some young people at Prior’s Court may have other medical conditions or additional needs such as epilepsy or ADHD. Some young people may exhibit challenging behaviours. Many students are non-verbal, pre-verbal or have limited functional language. Academically, the majority of students are working below national curriculum levels. Prior’s Court School has a levelling system that replaces what were previously known as ‘P levels’ and focuses on ‘I Can statements’.  

The school is largely residential with weekly and termly placements over 38, 44, or 52 weeks of the year; there are also a limited number of day places. 

As Prior’s Court is an autism-specific school, all young people will have a diagnosis of autism (or may be awaiting a diagnosis) and an Education Health and Care (EHC) Plan.

Inclusion Information

Dietary Needs

Has Provision
Yes
Experience with
Yes
Details
Prior?s Court School supports young people?s cultural dietary needs as well as a variety of diets such as gluten and casein-free diets (with the written consent and agreement of the young person?s medical consultant).

Local Offer

Description

Prior’s Court School is an independent residential special school focussing on meeting the needs of children and young people from 5 to 20 with complex autism and moderate to severe learning difficulties. Based in Berkshire, students come from Local Authorities across the UK. 

As Prior’s Court is an autism-specific school, all young people will have a diagnosis of autism (or may be awaiting a diagnosis) and an Education Health and Care (EHC) Plan.

To identify if the school could meet a young person’s needs, the Practitioner Panel first looks at reports (such as Education Health and Care Plan, Annual Review documents, and reports from specialists). Following this, an assessment of the young person is arranged with parents/carers and the local authority. The assessment usually takes place at Prior’s Court School and is undertaken by senior lead practitioners with significant experience and members of the multi-disciplinary team where appropriate.

Contact Name
Admissions team
Contact Telephone
01635 247202
Contact Email
admissions@priorscourt.org.uk
SEN Provision Type
Autistic Spectrum Disorder, Moderate Learning Difficulties, Severe Learning Difficulties
Local Offer Age Bands
5 to 7
7 to 11
12 to 14
15 to 16
16 to 18
19 plus
Needs Level
High

Special Schools

1. Support for children with special educational needs
1.1: Who will oversee and plan my child's education programme?

The Prior's Court team is led by a Director of Young People's Education and a Director of Young People's Wellbeing who are not only responsible for the operational management of the school but are committed to developing and delivering the autism training for staff which is provided from induction onwards. They have many years of experience of autism best practice and, among other qualifications, are proud to be Advanced Level Consultant Trainers in the TEACCH methodology, which is at the heart of the school’s autism approach and best practice.

1.2: How will I be informed / consulted about the ways in which my child is being helped?

As a residential school, regular communication with parents is regarded as vital. Learning and Wellbeing staff communicate frequently to update parents and families on their child’s progress and well-being such as through a telephone call at a pre-arranged time once or twice per week (or more frequently, for example when a child has recently joined Prior’s Court School).  

All parents are invited to the Statutory Annual Review and LAC Review (where applicable) of their child’s special educational needs. Where appropriate this will be complemented by social services care reviews. However, parents are also welcome to talk or meet with key staff to discuss progress or concerns at a mutually convenient time. 

An online Parent Information Area is available for parents and carers to receive communications and be sent information and resources.  

All parents have access to the Parent Portal section of our bespoke data recording system Prior Insight. This portal consists of reports on a range of areas including behavioural incident counts, seizure activity, detailed food and drink intake, and any injuries. This helps parents get a closer look at what their child is doing on a day-to-day basis and help them to better understand their child’s autism. 

Parents, carers and extended family are invited and welcomed to visit Prior’s Court School. An on-site flat and family room is available for family visits and stays. Appointments can be made to meet with staff. 

Young people are encouraged and supported by staff in communicating with their families in a number of ways such as making a telephone call, video call, or sending an email.  

A calendar of events is sent to parents so that families can attend activities such as an annual sports day, training sessions and information/signposting events.  

An e-newsletter is sent to parents every six weeks, providing updates on events at Prior’s Court, policy changes, staff changes and other items of interest. 

Parents have access to a private Facebook group to interact with other parents to create a community of support. Access is also given to a specific Parent Information area of our website, which contains key documents, letters home and other resources. 

A Parent Forum hosted by members of the Prior’s Court team is held regularly with parents encouraged to suggest topics for discussion. An Admissions Manager and a Transitions Officer provide support at the times families and young people most need it (i.e. on joining, leaving and key points during their time at Prior’s Court School). They and other staff also provide relevant training, resources, events and information.

1.3: How will the school balance my child's need for support with developing their independence?

Prior's Court has a strong emphasis on developing the independence of our students. Young people are encouraged to be as independent as possible when: completing daily living tasks; managing their behaviour; and completing their academic and vocational learning. Students are supported on a 1:1 basis so staff will always be there to help when needed.

Independence is built up slowly: from completing a task hand over hand with a staff member; to completing a task with gestural or verbal prompts; to completing a task independently. Students are provided with clear visual structure and schedules, allowing them to complete tasks as independently as possible.

1.4: How will the school personalise the curriculum to meet my child's needs?

The Prior’s Court Learning Framework and This Is Me plans provide our young people with a programme of learning which is individualised to meet their needs and build on their strengths and interests, across the seven Areas of Learning - Communication, Positive Behaviour Support, Healthiness, Daily Living Skills, Vocational Learning, Functional Academics, and Keeping Me Safe.

This Is Me plans are based around these seven Areas of Learning. Within their This Is Me plan, each young person has a personalised programme of learning (including group and individual activities) structured throughout their Waking Day 

Progress is measured using our I Can statements system. An I Can statement is what a young person is able to do in any given task, activity or learning scenario across our seven Areas of Learning. I Can statements build on each other but are broken down into achievable steps towards a much bigger goal. 

Prior Insight, our bespoke data recording system, is used to monitor progress with regular reviews to ensure a young person’s learning targets are appropriate and their achievements celebrated. 

Teaching is conducted through small groups and individual work, fully structured to support visual learners, with activities adapted to meet needs for a multi-sensory approach to learning. ICT equipment such as interactive plasma boards, iPads, drones, and Virtual Reality headsets are used to support learning. Tasks and activities are broken down into small steps and include a high frequency of reward and motivation to encourage learning with progress celebrated on an individual as well as whole school basis. 

1.5: What teaching strategies and approaches does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties and physical disabilities?

As an autism-specific school, Prior’s Court School is able to focus on meeting the special needs of its young people in the most effective and consistent way to support their learning. 

  • The environment is specially adapted to meet young people’s needs: it is highly structured, calm, tranquil, safe and secure with space and facilities for physical exercise a key feature. The site has education, residential and specialist facilities to support learning across the Waking Day and opportunities to learn, exercise, socialise and relax. Frequent access to local towns and villages enable young people to work towards community inclusion as far as possible. Thought has been given in the design of learning and living areas to the special needs of children and young people with autism. For example, the dining room, which is spacious and structured to enable young people to be as independent as possible, has acoustic tiles which reduce noise and high windows to minimise distraction. In this way, young people are able to focus on eating a healthy diet and building social skills during mealtimes. The houses are homely, welcoming and relaxed, but also highly structured to support understanding. The main teaching areas are wheelchair accessible but some residential areas are not. 
  • Structure within the environment and organisation of the day: Prior’s Court uses the TEACCH system of structured teaching with structure in the organisation of the day and the layout of both school and home. Schedules are used to timetable the day and individual work/activity systems outline what is expected, routines provide a predictable sequence of events, and the visual organisation of materials help define and make clear expectations. This structured approach is personalised to support each individual’s needs and enhance their development. Studies have demonstrated that this provides one of the most positive outcomes for individuals with autism, helping them to understand the events in their day, reduce anxieties, aid learning and facilitate independence.
  • Prior’s Court School’s commitment to autism expertise means that staff are trained and experienced in using a range of methodologies and strategies to support each individual’s needs and development in all settings throughout the Waking Day.
  • A large on-site therapeutic and health support team includes Occupational Therapy and Sensory Integration, Speech & Language Therapy, Animal Assisted Therapy, Positive Behaviour Support and a Nursing team. Other therapy such as music or specific health support is brought in to meet individual requirements. The multi-disciplinary team is able to create a co-ordinated and consistent support throughout 52 weeks of the year, training and supporting staff as well as working with parents/carers, families and professionals.
  • A strong focus on physical exercise: regular and frequent exercise is a vital part of each day and a core principle of our approach. We believe exercise is often associated with a decrease in some of the stereotypical behaviours associated with autism: improving attention and sleep patterns; increasing attention and focus; releasing excess energy; providing opportunities to play and for social interaction; and is part of the repertoire of strategies for reducing anxieties and learning to self-calm. A wide range of facilities and activities on-site enable young people to take part in a programme of physical activity, as well as accessing the local community.
  • Individualised learning throughout the Waking Day. Young people learn and develop skills in seven key Areas of Learning and practice these skills regularly in a range of different settings. Learning in all areas is individualised to each young person. Each follows their own personalised programme of learning with activities structured throughout their Waking Day and consistent learning objectives followed by all staff across education, residential and community-based settings. Tasks and activities are broken down into small steps (our I Can statement system of progress monitoring) and include a high frequency of reward and motivation to encourage learning. This programme is reviewed regularly by key staff using supporting information from Prior Insight (see below) to look at each young person's achievements and individual needs, building on their strengths and interests and their developing and emerging skills.
  • Consistency of approach: a collaborative process involves education, residential and night teams, therapy and multi-disciplinary staff working together with specialists and parents/carers to ensure consistency and enables young people to learn throughout the Waking Day and in all settings. This is achieved through having a shared approach, careful planning and a focus on expertise for all staff with objectives and programmes of learning for young people.
  • Information is key to understanding young people as individuals and autism as a condition. Data is collected on every aspect of young people’s lives - information that enables us to track the progress they make and informs us about ways in which we can improve this progress and the outcomes they achieve. To get the most from this data, we have developed a whole organisational digital recording and reporting system we call Prior Insight. Harnessing the power of modern digital technology to store and interrogate large amounts of data, the system provides insights into the complexities of autism, enabling a better understanding and mapping of autistic behaviours, which then shape responses implemented by staffing teams.
1.7: What equipment does the school provide?

Further specialist facilities to support and extend learning: 

  • Health & Wellbeing Hub. Contains a medical treatment room to replicate external healthcare settings, an in-house pharmacy, and two therapy engagement rooms. 
  • Occupational Therapy room. 
  • Hall space for assemblies, theatre performances and other performing arts usages. 
  • Spacious, purpose built dining room that enables students and staff to eat as family groups in a social setting. Movable screens can subdivide the space and windows are high to minimise distraction. 

Leisure, exercise and recreational facilities include: 

  • 50 acres of safe parkland including a 10-acre wood with sculpture trail and quiet garden. 
  • indoor, heated sensory swimming pool. 
  • All-weather activity track for walking, running, cycling, and scooting. 
  • Swings, trampolines, trim trail and outdoor gym equipment.
  • Large gym with equipment including treadmills and static bicycles for indoor exercise. 
  • Art room. 
  • Multi-sensory suite with interactive multisensory and soft playroom. 
  • Library. 
  • Contemporary art and sculpture placed throughout the site, gifted by our Founding Patron, Dame Stephanie Shirley. 

Vocational facilities include: 

  • kitchen garden and horticulture area with greenhouse, polytunnels, horticultural classroom, raised beds and vegetable plots, flower beds, and fruit trees. 
  • on-site orchard (currently in the growing phase of its development). 
  • food technology room. 
  • Industry-standard bakery facilities within our social enterprise Bread & Beyond. 
  • Countryside Learning Centre with outdoor classroom, stableyard and paddocks, housing a range of animals including a pony, pigs, a goat, sheep, guinea pigs, chickens and rabbits. Pets as Therapy (PAT) dogs are regular visitors to site as part of an Animal Assisted Intervention (AAI) programme. 
  • Fully equipped classrooms for woodworking, metal work, pottery, and maintenance of bicycles and scooters. 
  • IT suites that reflect an office environment to encourage and support vocational skills. 
1.8: What special arrangements can be made for my child when taking examinations?

Students are provided with ongoing assessment and progress monitoring, they are not expected to take formal examinations. 

2. My child's progress
2.1: How will the school monitor my child's progress and how will I be involved in this?

Progress at Prior’s Court is measured using our I Can statements system. An I Can statement is what a young person is able to do in any given task, activity or learning scenario across our seven Areas of Learning, which span learning in Learning, Wellbeing and community settings. I Can statements, hosted within our data recording system Prior Insight, build on each other but are broken down into achievable steps towards a much bigger goal. 

I Can statements include a high frequency of reward and motivation to encourage learning. We celebrate young people’s achievements and progress in a multitude of ways within both Learning and Wellbeing departments on a daily and weekly basis with praise, achievement boards, certificates and rewards and shared with parents through regular communications by phone, in writing and in person. 

To ensure that appropriate patterns of development are achieved for each individual child, a number of assessments are used which support the ongoing recording of progress and each young person has an annual and six monthly report which contributes to the review meetings. 

Individual Learning Plans focus on the individual objectives in the key areas of the young person’s education. These are reviewed by the class team on a regular basis and new objectives set. Parents are encouraged to discuss these targets. Informal assessments are carried out frequently to link to short term planning and recorded to show progress against objectives; overall achievements are recorded for reporting and analysis against national targets. 

Young people also have the opportunity to work towards and gain nationally recognised ASDAN accreditation, following an individualised learning pathway, with a larger emphasis on ASDAN qualifications for Post-16 students. 

Assessment, record keeping, acknowledging progress and achievement are an integral part of teaching and learning for all young people.  

2.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

The planning undertaken by staff to set young people’s goals and targets includes parent’s views.

2.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

As a residential school, regular communication with parents is regarded as vital. Learning and Wellbeing staff communicate frequently to update parents and families on their child’s progress and well-being such as through a telephone call at a pre-arranged time once or twice per week (or more frequently, for example when a child has recently joined Prior’s Court School).  

All parents are invited to the Statutory Annual Review and LAC Review (where applicable) of their child’s special educational needs. Where appropriate this will be complemented by social services care reviews. However, parents are also welcome to talk or meet with key staff to discuss progress or concerns at a mutually convenient time. 

An online Parent Information Area is available for parents and carers to receive communications and be sent information and resources.  

All parents have access to the Parent Portal section of our bespoke data recording system Prior Insight. This portal consists of reports on a range of areas including behavioural incident counts, seizure activity, detailed food and drink intake, and any injuries. This helps parents get a closer look at what their child is doing on a day-to-day basis and help them to better understand their child’s autism. 

2.4: What arrangements does the school have for regular home to school contact?

Parents, carers and extended family are invited and welcomed to visit Prior’s Court School. An on-site flat and family room is available for family visits and stays. Appointments can be made to meet with staff. 

Young people are encouraged and supported by staff in communicating with their families in a number of ways such as making a telephone call, video call, or sending an email.  

A calendar of events is sent to parents so that families can attend activities such as an annual sports day, training sessions and information/signposting events.  

An e-newsletter is sent to parents every six weeks, providing updates on events at Prior’s Court, policy changes, staff changes and other items of interest. 

Parents have access to a private Facebook group to interact with other parents to create a community of support. Access is also given to a specific Parent Information area of our website, which contains key documents, letters home and other resources. 

A Parent Forum hosted by members of the Prior’s Court team is held regularly with parents encouraged to suggest topics for discussion. An Admissions Manager and a Transitions Officer provide support at the times families and young people most need it (i.e. on joining, leaving and key points during their time at Prior’s Court School). They and other staff also provide relevant training, resources, events and information. 

2.5: How can I help support my child's learning?

The relationship with parents/carers is regarded as a partnership. Regular and frequent communication ensures that parents are kept informed and involved.

The planning undertaken by staff to set young people’s goals and targets includes parent’s views and an annual Parent Survey encourages parents to comment on the provision overall and share ideas for development

2.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

We are committed to sharing our experience and expertise with other professionals, parents and anyone wanting to learn more about supporting young people with complex autism. Our specialist autism training courses are available to our staff members, as well as parents and other professionals in the autism community.

TEACCH is an evidence-based approach to learning for for people of all ages on the autistic spectrum. It is at the very heart of our approach and we have strong links with the University of North Carolina where TEACCH originated. We are the only organisation outside the United States to offer the Beyond the Basics advanced TEACCH training course.

Our staff are vital to our young people's success and we aim to equip them with our specialist autism knowledge so they can provide the best possible care for our young people. An exceptional number of our staff are TEACCH-trained, while four staff are TEACCH Certified Advanced Consultants (around 44% of the UK's total TEACCH Certified Advanced Consultants).

We offer three levels of TEACCH training course:

  • Structured TEACCHing - a three day introduction to the theory and practical applications of structured teaching, delivered by Prior's Court TEACCH Certified Advanced Consultants and Practitioners
  • 5 day TEACCH - an inspirational, intensive course combining a theoretical foundation with hands-on opportunities to work with individuals with autism in a classroom setting, led by trainers from 'TEACCH Autism Program', University of North Carolina and experienced practitioners from Prior's Court.
  • Beyond the Basics: Advanced Applications of TEACCH - a stimulating and motivational three-day course providing the next step in the pathway to attaining TEACCH certified practitioner accreditation. 
2.7: How will my child's views be sought about the help they are getting and the progress they are making?

Due to the level of understanding our young people have, it can be very difficult to directly question the young people about how happy they are with their care and education. Consultation for young people at Prior’s Court School is therefore provided in a variety of ways:

  • An Independent Visitor and an Independent Advocate visit every month. Due to the level of understanding our young people have, it can be difficult to question the young people directly. The visitors observe different aspects of the young peoples’ lives to ensure their choices are supported within Prior’s Court School.
  • Children and young people are given regular and frequent opportunities to make choices about their preferences in as many areas as possible and supported to understand and communicate their choices. Choice-making is an important skill that often needs to be taugh Young people are encouraged to make choices in everyday situations such as what to wear, selecting preferred leisure activities or through the ‘choice’ option within their schedules.
  • A range of communication strategies are employed to help young people communicate their likes and dislikes and comment on their lives (e.g. Choice Mats; and Talking Walls).
  • We aim to ensure our young people are able to make informed choices (i.e. do not simply select any symbol from a choice board because they understand they have to do something). Many of the young people who are non-verbal may express their feelings or communicate their preferences through their behaviour.
  • Some young people are able to attend their Looked After Child or Annual Review for a short time. If they are unable or unwilling to do so their presence is represented via photos and/or videos of their work and achievements.
  • A Parent Survey is undertaken regularly to gain the views about Prior’s Court School’s provision of education and care of those who as parents/carers advocate for their child.
  • An independent visiting advocate visits every month to meet with the children and young people, observe and interact with them to understand their views, wishes and feelings.
2.8: What accredited and non accredited courses do you offer?

Young people also have the opportunity to work towards and gain nationally recognised ASDAN accreditation, following an individualised learning pathway, with a larger emphasis on ASDAN qualifications for Post-16 students.

2.9: How does the school assess the overall effectiveness of its provision and how can parents / carers and young people take part in this evaluation?

The School is inspected and monitored by Ofsted. Inspection reports are available from the website or from the school’s reception. We received a “Good” rating in our most recent full Ofsted Care Inspection (2022) and an “Outstanding” rating in the most recent Education Ofsted inspection (2022). 

An annual Parent Survey is carried out and results and responses are summarised with copies sent to parents and available at reception. Annual 
Reviews and Looked After Children Reviews are held to enable staff, parents/ carers and professionals from the School and the placing Local Authority to review each child’s progress. An independent advocate visits the school regularly. The School has a Head of Continuous Improvement whose role covers quality assurance to ensure that it continues to deliver the highest standards of provision. 

3. Support for my child's overall well being
3.1: What support is available to promote the emotional, behavioural and social development of children?

Choice-making and expression of views can be difficult for many of the young people at Prior’s Court and therefore self-advocacy is seen as an important skill that often needs to be taught. 

Young people are encouraged to make choices in everyday situations such as what to wear, in selecting preferred leisure activities and through the ‘choice’ option within their schedules. 

Strategies including Choice Mats and Talking Walls help young people comment on their lives, communicate their likes and dislikes in a number of areas, and enable them to express who they would like to work with to support them. Young people are able to add pictures, symbols, photographs and small objects which helps to create a concrete and visual system through which the young people can express themselves. 

Some young people are able to attend their Looked After Child or Annual Review for a short time. The aim is to enable them to present their choices to the key people making decisions on their behalf and give them greater involvement in the planning and implementation of their care at Prior’s Court School. 

There is also an independent visitor who visits every term. Due to the level of understanding our young people have, it can be very difficult for the advocate to directly question the young people about how happy they are with their care and education. Prior’s Court‘s Independent Visitor observes different aspects of the students’ lives to ensure their choices are supported within the school. 

Strategies are implemented to meet the needs of young people with English as an additional language. 

3.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

We have a high staff to young person ratio and a positive approach towards behaviour support. Each young person is treated with dignity and respect. All staff wear a uniform so that young people understand they are there to help. 

The school uses a range of both proactive and reactive strategies to support 
young people in learning to self-manage behaviour. All behaviour is seen as a form of communication and is managed in a positive way by teaching young people to substitute more appropriate behaviour. We do not use punitive methods or sanctions.  

There is considerable expertise within the Positive Behaviour Support, therapy, senior management and wider staff teams in supporting challenging behaviour. 
Each young person has a Positive Behaviour Support (PBS) Plan which includes proactive and reactive strategies to support them in learning to self-manage behaviour and ensures a consistent approach is employed throughout the Waking Day. It is reviewed regularly by the Positive Behaviour Support team, Learning & Wellbeing Manager, Keyworker, Learning Specialist, Therapists and other professionals within Prior’s Court School. Strategies are carefully considered by all staff concerned, often in consultation with parents. We have had considerable success with our young people in this area.  

We have adopted the Team Teach approach using de-escalation and positive management techniques, further details of which may be obtained from the Director of Young People’s Learning or the Director of Young People’s Wellbeing. 

A key element in supporting behaviour is the use of the TEACCH system of structured teaching with structure in the organisation of the day and the layout of classroom and living spaces. Regular exercise and the use of areas of space within Prior’s Court School campus are also part of the strategies to reduce anxieties and learn to self-calm. 

3.3: What medical support is available in the school?

The school has a team of registered nurses on-site who provide medical support for young people, support staff training and liaise with GPs and local surgery, CAMHS (Child and Adolescent Mental Health Service) and other external medical and dental services.  

The majority of young people are registered with the local GP. Young people visit the local dentist regularly and there are regular visits by an optician. Parents are kept informed of all visits and treatments.  

A range of strategies are used to encourage young people to eat a balanced diet. A dietician provides advice for young people, when required, and all food is freshly prepared either in Prior’s Court’s kitchen or by young people and staff in the residential homes. 

Our on-site Health & Wellbeing Hub contains a medical treatment room to replicate external health settings, an in-house pharmacy, and two therapy engagement rooms. 

The designated medical treatment room has been designed to replicate external healthcare settings, helping young people to overcome anxieties and become more comfortable in these environments. 

The dedicated in-house medication store helps to manage the high volume of medication and treatments required to cater for complex health needs. 

The therapy engagement rooms offer opportunities for observation by consultants, meaning that young people have improved access to on-site appointments. 

The hub also provides shared office space for the Nursing and Therapy teams, to work more closely together for an even more collaborative approach. 

3.4: How does the school manage the administration of medicines?

We have clear and robust policies for the administration of medication. Staff receive full and comprehensive training as well as a competency-based assessment by a qualified person before being able to administer medication. To meet young people’s specific health needs, staff may undertake specific additional training and may also support young people in attending consultants or accessing hospitals or other specialist services.

3.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc ?

Learning to undertake personal care routines is undertaken within the Waking Day curriculum as part of the development of independent living skills such as learning to acquire appropriate sleeping and toileting patterns, appropriate mealtime behaviour, learning to shop, prepare and serve food with increasing levels of independence, undertaking household chores, learning to share, and developing a sense of family and community. 

4. Specialist services available / accessed by the school
4.1: What external SEN support services does the school use, e.g. educational psychologists, teachers for hearing impairment, visual impairment and multi sensory impairment etc?

Additional therapists such as a Music Therapist are employed to meet specific needs.

 

4.2: What specialist support services are available from within the school?

Our team of on-site therapists provide 52-week support which includes Speech and Language Therapists, Occupational Therapists, a Positive Behaviour Support Team and Clinical Psychologist.

4.3: What should I do if I think my child needs support from one of these services?

Discuss with your child's staffing teams.

4.4: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Therapeutic intervention is provided through individualised plans for each young person containing speech and language, occupational therapy and behaviour goals. This is shared as a universal model and all staff engage in working on the targets. The therapeutic services team also work with groups at a targeted level and individuals for a specific intervention.

The therapy provision is integrated into the approach used by Prior’s Court School with targets set and success measured through individual plans as well as in the educational progress achieved and measured for each young person. Additional therapeutic interventions or techniques are introduced after careful consideration. For example, deep pressure is now part of the repertoire of sensory integration therapy, reducing some of the symptoms of anxiety such as self-injurious behaviour or stimming (repetitive body movement), enabling the young person to feel calmer, increase social skills, focus and attention.

Occupational Therapists’ and Speech and Language Therapists’ clinical supervision is undertaken by an external supervisor at regular intervals through the year. A Clinical Psychologist clinically supervises the Positive Behaviour Support team. All have additional supervision and appraisals by staff according to our policies and in accordance with regulations. 

4.5: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Discuss with your child's staffing teams.

5. Training of school staff
5.1: What SEND training is provided for teachers in your school?

An exceptionally strong focus on training means staff are experienced in using a range of strategies to support young people's individual needs and development in all settings throughout the Waking Day. Regular staff training from induction onwards ensures the highest levels of knowledge and expertise.

From the initial induction (which includes multiple observational shifts) to ongoing training through the year, the aim is to ensure that staff are trained in the autism methodologies and best practice on which the school’s specialist approach is based as well as medical, health, safeguarding and mandatory training.

Training is led by experienced practitioners within the School Leadership team as well as the onsite multi-disciplinary teams and supported by expertise from external professionals.

Our strong, established internal training programmes nurture a strong team of well-qualified and highly trained staff across all areas. Where necessary additional specific training is undertaken to support particular roles and the specific needs of our individual young people - such as for teachers.

TEACCH is at the heart of our approach, and as such we are dedicated to ensuring our staff our trained in the methodology. Staff attend regular TEACCH training sessions or courses run twice per year by the University of North Carolina at Prior’s Court, supported by senior members of staff. A significant number of staff are qualified to TEACCH Certified and Advanced Consultant levels. All of the leadership team, Home Managers and Teachers are encouraged to complete a 5-day TEACCH course to provide Prior’s Court School with a very high level of autism expertise. 

5.2: What SEND training is provided for teaching assistants and other staff in your school?

An exceptionally strong focus on training means staff are experienced in using a range of strategies to support young people's individual needs and development in all settings throughout the Waking Day. Regular staff training from induction onwards ensures the highest levels of knowledge and expertise. 

From the initial induction (which includes multiple observational shifts) to ongoing training through the year, the aim is to ensure that staff are trained in the autism methodologies and best practice on which the school’s specialist approach is based as well as medical, health, safeguarding and mandatory training.  

Training is led by experienced practitioners within the School Leadership team as well as the onsite multi-disciplinary teams and supported by expertise from external professionals. 

Our strong, established internal training programmes nurture a strong team of well-qualified and highly trained staff across all areas. Where necessary additional specific training is undertaken to support particular roles and the specific needs of our individual young people.  

TEACCH is at the heart of our approach, and as such we are dedicated to ensuring our staff our trained in the methodology. Staff attend structured teaching courses and regular TEACCH training sessions run by the University of North Carolina at Prior’s Court. A number of staff are qualified to TEACCH Advanced Consultant trainer levels. All of the leadership team, Learning & Wellbeing Managers, Team Managers and Learning Specialists are encouraged to complete a 5-day TEACCH course to provide Prior’s Court School with a very high level of autism expertise. 

5.3: Do teachers have any specific qualifications in SEND?

An exceptionally strong focus on training means staff are experienced in using a range of strategies to support young people's individual needs and development in all settings throughout the Waking Day. Regular staff training from induction onwards ensures the highest levels of knowledge and expertise. 

6. Activities outside the classroom including school trips
6.1: How do you ensure that all children can be included in out of school activities and trips?

Being able to practice and generalise skills in a range of settings is a crucial part of young people’s learning and opportunities are built into the curriculum planning and targets for each individual. Learning outside the classroom takes place in a variety of settings, from outdoor classrooms and facilities across the 50-acre site, in the residential houses and out in the community. All activities are carefully risk assessed and tailored to each young person’s needs, interests and abilities. 

Undertaking learning and social activities within their residential house, young people are supported to develop a sense of family and community. Activities are undertaken in small groups or as a home group and young people are encouraged to follow hobbies and take part in recreational, social and fun activities with their peers. 

The school curriculum provides a range of activities and experiences built around the interests of the young people. In addition, young people are supported to undertake after school activities and clubs either on-or off-site which are built around their interests and abilities such as horse-riding, trampolining, climbing, sailing, cookery, drama, horticulture, attending a youth club, and Scouts and Network groups. A wide range of trips, outings and special events are arranged including birthday parties, music concerts, cinema and theatre, swimming, ice-skating, walks, bowling, using the gym and public library, museums, the seaside, and theme parks.

6.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

The relationship with parents/carers is regarded as a partnership. Regular and frequent communication ensures that parents are kept informed and involved.

The planning undertaken by staff to set young people’s goals and targets includes parent’s views and an annual Parent Survey encourages parents to comment on the provision overall and share ideas for development.

Parents and families are welcome visitors. A family room and a family flat are available for parents and families to use and stay in during visits. All parents are invited to the Statutory Annual Review and LAC Review (where applicable) of their child’s special educational needs.  Where appropriate this will be complemented by social services care reviews.

7. Accessibility of the school environment
7.1: How accessible is the building for children with mobility difficulties / wheelchair users?

The main teaching areas are wheelchair accessible but some residential areas are not.

7.2: Have adaptations/improvements been made to the auditory and visual environment?

The environment is adapted to meet young people’s needs: it is highly structured, calm, tranquil, safe and secure with space and facilities for physical exercise a key feature. The site has education, residential and specialist facilities to support learning across the Waking Day and opportunities to learn, exercise, socialise and relax. Frequent access to local towns and villages enable young people to work towards community inclusion as far as possible. 

Thought has been given in the design of learning and living areas to the special needs of children and young people with autism. For example, the dining room, which is spacious and structured to enable young people to be as independent as possible, has acoustic tiles which reduce noise and high windows to minimise distraction. In this way, young people are able to focus on eating a healthy diet and building social skills during mealtimes. The houses are homely, welcoming and relaxed, but also highly structured to support understanding. 

Further specialist facilities to support and extend learning: 

  • Health & Wellbeing Hub. Contains a medical treatment room to replicate external healthcare settings, an in-house pharmacy, and two therapy engagement rooms. 
  • Occupational Therapy room. 
  • hall space for assemblies, theatre performances and other performing arts usages. 
  • spacious, purpose built dining room that enables students and staff to eat as family groups in a social setting. Movable screens can subdivide the space and windows are high to minimise distraction. 

 Leisure, exercise and recreational facilities include: 

  • 50 acres of safe parkland including a 10-acre wood with sculpture trail and quiet garden. 
  • indoor, heated sensory swimming pool. 
  • all-weather activity track for walking, running, cycling, and scooting. 
  • swings, trampolines, trim trail and outdoor gym equipment. 
  • large gym with equipment including treadmills and static bicycles for indoor exercise. 
  • art room. 
  • multi-sensory suite with interactive multisensory and soft playroom. 
  • library. 
  • contemporary art and sculpture placed throughout the site, gifted by our Founding Patron, Dame Stephanie Shirley. 

Vocational facilities include: 

  • kitchen garden and horticulture area with greenhouse, polytunnels, horticultural classroom, raised beds and vegetable plots, flower beds, and fruit trees. 
  • on-site orchard (currently in the growing phase of its development). 
  • food technology room. 
  • Industry-standard bakery facilities within our social enterprise Bread & Beyond. 
  • Countryside Learning Centre with outdoor classroom, stableyard and paddocks, housing a range of animals including a pony, pigs, a goat, sheep, guinea pigs, chickens and rabbits. Pets as Therapy (PAT) dogs are regular visitors to site as part of an Animal Assisted Intervention (AAI) programme. 
  • Fully equipped classrooms for woodworking, metal work, pottery, and maintenance of bicycles and scooters. 
  • IT suites that reflect an office environment to encourage and support vocational skills. 
7.3: Are there disabled changing and toilet facilities?

Yes

7.4: How do you ensure that all the school's facilities can be accessed by all children irrespective of their SEND?

The environment is adapted to meet young people’s needs: it is highly structured, calm, tranquil, safe and secure with space and facilities for physical exercise a key feature. The site has education, residential and specialist facilities to support learning across the Waking Day and opportunities to learn, exercise, socialise and relax. Frequent access to the local town and villages enable young people to work towards inclusion as far as possible.

Thought has been given in the design of learning and living areas to the special needs of children and young people with autism. For example, the dining room, which is spacious and structured to enable young people to be as independent as possible, has acoustic tiles which reduce noise and high windows to minimise distraction. In this way, young people are able to focus on eating a healthy diet and building social skills during mealtimes. The houses are homely, welcoming and relaxed, but also highly structured to support understanding.

7.5: How does the school communicate with parents / carers who have a disability?

Communication can be adapted to meet the needs of the parent. Various channels of communication can be used e.g. phone call, email, in person visits etc. 

8. Preparing my child to join a new school / next stage of education
8.1: What preparation will there be for both the school and my child before he or she joins the school?

When a placement at Prior’s Court is agreed, an individualised transition plan is devised in conjunction with parents, carers and staff who know the young person well from their current placement. The process is led by the Admissions Manager. 

Key staff at Prior’s Court undertake an initial visit to observe the young person in the current school or home where possible prior to an initial transition visit to Prior’s Court School. An individualised programme of visits is agreed (including overnight stays where applicable) and reviewed after each visit. Parents are fully involved in this process and have the opportunity to meet key staff such as Class Teacher, House Manager, Key Worker, school nurses and therapists throughout this time to share important information and to ask any questions they may have. 

During the transition period we encourage parents and carers to individualise and prepare the young person’s bedroom and bring items from home. A guide is prepared by the Speech and Language department containing visual information for the young person to support their understanding through the transition process. 

8.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

There is a careful and thorough transition planning process in place at Prior’s Court School to ensure young people and their families are fully supported during moves between residential homes.

This includes visits to the new homes, social story support, key staff members also moving to work in the new home and more.

8.3: How will my young person be prepared to move on to his or her next placement, eg. FE college or Adult Services?

There is a careful and thorough transition planning process in place at Prior’s Court School to ensure young people and their families are fully supported during this time. The process is led by the Transitions Officer and identified key staff. 

At each young person’s 14+ Annual Review the parent information pack about the transition process will be sent out to parents by the Transitions Officer. At the review meeting, time is set aside to start to discuss the transition process. Parents are encouraged to meet with the social worker to start discussions regarding their child’s needs for Post-19. The Transitions Officer provides information and support during the process and works with parents towards identifying appropriate next step provision. 

At each subsequent annual review, time is set aside to discuss the transition planning for the young person with updates from the parents and Local Authority representative. During the final year of education, key staff will be available to meet with parents and support assessments; these meetings should consist of Learning & Wellbeing Manager, Keyworker, Learning Specialists or Learning Facilitators, the Transitions Officer and other staff as required. 

When the next placement is identified and confirmed a robust transition plan is in devised in conjunction with the new provider, parents, social worker and key staff at Prior’s Court to support the young person fully with the move. 

Individualised visual information is prepared in the most appropriate format to support the young person alongside a series of visits to meet and observe the young person at Prior’s Court before they visit and have overnight stays at their new home. 

A comprehensive transition pack is completed by relevant staff prior to the next placement commencing, also ensuring any specific support required by young people are provided (risk assessments, health and support plans, schedules, appropriate visual support, PECS etc). 

Further support is frequently offered after the transition should the next placement contact Prior’s Court. 

8.4: How will you support a new placement to prepare for my young person?

When the next placement is identified and confirmed a robust transition plan is in devised in conjunction with the new provider, parents, social worker and key staff at Prior’s Court to support the young person fully with the move. 

8.5: What information will be provided to my young person's new placement?

Individualised visual information is prepared in the most appropriate format to support the young person alongside a series of visits to meet and observe the young person at Prior’s Court before they visit and have overnight stays at their new home.

8.6: How will the school prepare my child for the transition to employment?

Life skills are developed with a strong vocational focus throughout the School. Older students are placed into two of six vocational learning programmes in which they are taught specific vocational skills – this is alongside classroom-based teaching. Work placement-relevant skills and experiences are developed within the streams, with a view to ensuring employability after the young person’s time at Prior’s Court School. 

Opportunities are identified for projects and work placements both on-site and off-site to support and differ depending on the young person’s abilities and interests.

On-site and off-site work placements are developed with local and national companies to support genuine, supported vocational opportunities for the young people. The ultimate aim is for young people to secure a form of paid work. 

9. Who can I contact to discuss my child?
9.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Your child's key worker in the first instance. But this can be escalated to Home Manager/ Teacher level, or to our Directors of Young People's Wellbeing and Young People's Education or our Designated Safeguarding Lead.

9.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

All efforts are made to resolve a complaint with the appropriate member of staff initially; if this cannot be done, the complainant is asked to contact the Director of Care Services or the Director of Education and Lifelong Learning.

An appeals process is in place for cases where the concern is not resolved to the satisfaction of the complainant. In some cases, such as with child protection issues, there may be a need to pass on relevant information to the Berkshire West Safeguarding Children Partnership, the child’s social worker or the placing Local Authority. All relevant information will be passed in a professional and confidential manner. Serious complaints against Prior’s Court School or the staff of Prior’s Court School are notified to Ofsted.

Prior’s Court School’s complaints policy details the appropriate members of staff to contact and the process which will be followed. The policy is given to all new parents/carers on admission. Copies of Prior’s Court School’s Complaints Policy are available on our website and directly from Prior’s Court School.

Quality checks

  • DBS check

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

Back to top of page