The Resource caters for children with a diagnosis of ASD, which has a significant impact on the pupil’s learning and development, and which requires specialised adult support in order to access the curriculum.
The ASD Resources can cater for pupils who meet the following criteria:
- Meets the LA’s statutory assessment criteria for an Education, Health and Care Plan with a Primary Need of Autistic Spectrum Disorder
- Have a diagnosis of ASD which has a significant impact on learning and development
- Have ASD and associated difficulties which affect access to the curriculum and require specialist teaching or support, including a high level of anxiety, extreme lack of flexibility, significant difficulties with social communication, or a high level of sensory integration difficulties
- Have a level of ability within the range expected in a mainstream school
- Have sufficient language ability to access the mainstream curriculum
- Can access the mainstream curriculum but may need it presented in a highly specialised and flexible way and with opportunities for consolidation.
- Require intensive, specialist teaching and support to achieve the outcomes identified within the EHC Plan, this includes:
- A highly personalised programme to support needs associated with ASD within a flexible approach to adapt to the needs of individual pupils
- Access to a high level of support from teachers qualified and experienced in teaching pupils with ASD
- Access to appropriate advice and support from speech and language therapy
- Access to appropriate advice and support from occupational therapy
- A high level of support across the curriculum to include appropriate individual intervention and/or small group work
- A carefully planned approach to supporting transition into mainstream environments
- Supported inclusion in the mainstream environment
- The possibility of access to an alternative curriculum, for example, at Key Stage 4, a reduced timetable for GCSEs and/or opportunities to engage with providers of alternative education
- An environment and ethos of awareness of hte needs of pupils with ASD within the wider school, and where all staff have relevant training
The provision will not be suitable for pupils whose primary need is related to:
- Emotional and behavioural difficulties
- Speech and language delay.
(West Berkshire Service Level Agreement)
Admissions decisions will be made by the SEN/EHC Panel in accordance with the agreed admission criteria for the resource. If the Panel determines, having considered professional advice and parental preference, that a resource placement would be suitable, papers relating to the pupil will be sent to the Headteacher by the SEN Manager for consideration. The Headteacher will discuss any concerns or queries about admissions with the SEN Manager.
In the great majority of cases pupils will be put forward for placement on completion of a statutory assessment leading to an Education, Health and Care Plan, or following the Annual Review of a pupil who already has a statement or an Education, Health and Care Plan.
An exception to this would include "Emergency placements" for pupils without a statement or Education, Health and Care Plan as permitted by the SEND Code of Practice, e.g. a pupil moves into the area and may not have a completed assessment, but clearly requires specialist provision; or a pupil's needs change dramatically as a result of accident or illness. In such cases, an application for an Education, Health and Care Assessment should be made by the Teacher in Charge on entry to the resource.
Once a pupil has been accepted by the school for a place in the resource, the school will put in place admission arrangements, including liaison with the feeder school, the child's parents and other professionals. An individualised plan for the pupil's transition into the resource should be discussed and agreed by all parties - the school, the pupil, the parents/carers and professionals involved with the pupil.
In the event of concerns about the suitability of a placement, the Resource staff should discuss these concerns with the SEN Manager or relevant SEN Officer. In addition, the Resource staff should ensure such issues are included in Support and Review Meetings. It may also be appropriate to arrange an early Annual Review meeting in order to formally discuss the placement.
If a change of placement is being considered then the Resource staff must arrange an Annual review with the LA present to discuss the situation.
Competition for Places
If the SEN Panel identifies more suitable candidates for a resource than there are places available, prioritisation of candidates will be done by the LA in consultation with the school.
(West Berkshire Service Level Agreement)
“Achievement in the school, including in the resource-based provision, is outstanding. Pupils achieve extremely well and are very well prepared for the next stage in their education.”
“All groups of pupils, including those in the resource base and those supported by the pupil premium, make excellent progress. This is because rigorous checking of individuals’ progress pinpoints gaps in learning, and teachers then ensure that all tasks and activities are carefully matched to pupils’ needs. This supports their excellent learning and achievement.”
“Teachers’ expert knowledge of the needs of disabled pupils and those with special educational needs means that intervention and support sessions, including those in the resource base, are skilfully shaped according to pupils’ different abilities, to promote high achievement.”
“The provision for those who have special educational needs, including the resource-based pupils, results in pupils being successfully integrated into all aspects of the school’s work. Staff work diligently to promote equality of opportunity, making certain that all potential barriers to pupils’ progress and discrimination are eradicated.”
“I was also very struck by the focus and progress I saw in the ASD English Class”
Michael Gove, April 2014
The Resource has an open door policy and parents are encouraged to contact the Teacher in Charge or Head Teacher in the first instance.
If further concerns are raised then the School's Complaint's Policy should be consulted. The school Complaints Policy document sets out the policy for dealing with comments, grievances and complaints. This policy should be read in conjunction with the School's Complaints procedure. This can be found on the school website.