ÖйúPÕ¾

Introduction

Deciding which school is the best for your child or young person (CYP) is a big decision for any parent. This guide will help you identify the right primary school in ÖйúPÕ¾ for your child or young person with additional needs and disabilities (AND).

All children and young people have a right to equal learning opportunities, whether in mainstream school, specialist centre or a special school. Every child or young person is different and they may require a mix of support and learning activities and environments.

• The majority of CYP with special educational needs or disabilities (AND) will attend a mainstream school, where extra support and resources will be provided for their identified additional needs.
• If your CYP’S needs are suited to smaller groups and more personalised learning, then a specialist centre within a mainstream school maybe more appropriate.
• If your CYP’S needs are more complexed and their education should focus only on their specific type of need, then a specialist school would be more appropriate.

We will carry out an assessment of your CYP needs during the review of their Education, Health and Care (EHC) plan, to determine and identify whether to provide additional support and resources:

• within a mainstream school,
• at a specialist centre within a mainstream school, or
• at a specialist school, if their needs are severe or complex.

Overview of specialist centres and specialist school

Specialist schools and specialist centres within mainstream schools provide help and support outside the classroom, as well as inside. This includes unstructured periods, such as lunchtimes and breaks in the school timetable, as well as participation in organised visits, sports, leisure and after school
activities.

It is important you find and research a school and speak to your CYP’s Special Educational Needs Co-ordinator (SENCO) to find out more about the diverse types of schools, and the range of facilities and expertise that are available.

In describing our specialist schools and specialist centres, we have tried to simplify and explain the different categories of need.

If you are unsure or they do not provide a complete picture of your child’s needs or behaviour, please contact the school or centre’s Special Educational Needs Co-ordinators (SENCOs) or your Special Educational Needs and Disabilities (SEND) Case Officer, for further advice.

Mainstream schools with specialist centres

Mainstream schools with specialist centre are suited to a smaller group of CYP who would benefit from learning and socialising part of the time in a mainstream school, but who are unable to progress satisfactorily, along with other children their age, without more personalised teaching and learning
in small groups.

Our mainstream schools with specialist centres cater for children with the following categories of need:

• Moderate learning difficulties (MLD) or specific learning difficulties (SpLD) previously referred to by ÖйúPÕ¾ as learning and additional needs (LAN)
• Sensory impairment (SI).
• Hearing impairment (HI)
• Autism Specific Disorders previously referred to by ÖйúPÕ¾ as social communication and interaction needs including Autism Spectrum Condition (High COIN).
• Speech, language and communication needs (SLCN) previously referred to by ÖйúPÕ¾ as speech and language needs (Low COIN).

Specialist schools

Specialist schools cater for a minority of CYP who have high levels of need that it is better for them to be educated in a school that focuses only on pupils with a specific type of need. There are more than 20 specialist schools and specialist academies (which we call maintained schools or academies)
in ÖйúPÕ¾.

Our specialist schools cater for children with the following categories of need:

• Social, emotional and mental health needs (SEMH).
• Severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD) previously referred to by ÖйúPÕ¾ as severe learning and development difficulties (SLDD).
• Moderate learning difficulties (MLD) or specific learning difficulties (SpLD) previously referred to by ÖйúPÕ¾ as learning and additional needs (LAN).
• Autism Specific Disorders previously referred to by ÖйúPÕ¾ as social communication and interaction needs including Autism Spectrum Condition (High COIN).
• Autism Specific Disorders previously referred to by ÖйúPÕ¾ as complex social communication needs (CSCN).

List of primary specialist centres and specialist schools in ÖйúPÕ¾

We also advice you to see our webpage: Find and research a school, for school's  contact details, websites, and Ofsted reports.

Infant specialist centres

Primary specialist centres

Junior specialist centres

Specialist schools (Primary, including Nursery and Junior)

Junior specialist schools through to secondary with or without post 16

Specialist schools (All through - nursery, primary, secondary, with or without post-16 schools)

Specialist centres for learning and additional needs (LAN)

Specialist centres for learning and additional needs (LAN) in mainstream schools, support children who have:

• Moderate learning difficulties.
• A slower pace of learning than other children of their age.
• Additional needs such as physical disability or sensory impairment, autism, speech, language, and communication needs, medical needs.

LAN specialist centres are best suited for children who would benefit from attending mainstream classes and having regular interaction with other pupils there, but who require additional specialist support in small groups in a quiet setting away from mainstream school, to achieve their educational goals.

Please note. The decision whether your child should attend a LAN special school or specialist centre, will depend on whether they will benefit from mainstream teaching alongside their mainstream peers.

What do specialist LAN centres offer?

• Small group work and one-to-one learning in a calm and quiet class setting.
• Regular additional specialist support in small groups in a quiet setting away from mainstream classes.
• A structured and enabling environment with additional strategies to support pupil understanding.
• Speech and language interventions built into the school day with individualised programmes as required.
• Emphasis on supporting independence.
• A sense of belonging within the whole school community.

What is special about the teaching and curriculum?

• A personalised curriculum with learning divided between the specialist centre and mainstream classroom learning.
• Access to a national curriculum modified to meet the needs of the individual.
• The curriculum is based on the whole needs of the pupil with effective communication and promoting independence as key principles.
• Emphasis on language enrichment.
• Individual sensory needs met with the advice of an occupational therapist.
• Designated calming areas and safe spaces offered for children who need time and space to manage their emotions.
• Teaching of play, leisure and social skills.
• Preparation for secondary education through development of independence and life skills.
• Qualified and experienced teaching staff working closely with therapists and other specialists to support pupils in achieving individual targets.
• Experienced staff well trained in meeting the needs of learners with autism.

Specialist centres for social communication and interaction needs - autism (High COIN) and speech and language (Low COIN)

Specialist centres for social communication and interaction needs (COIN) in mainstream schools, support children who have:

• Communication and interaction difficulties, including speech, language and communication needs (Low COIN) and social communication and interaction needs including ASC (High COIN)
• May have speech and language difficulties, autism or specific learning difficulties.
• May have high levels of anxiety present.
• Would expect to take a broad range of GCSEs when they move up to secondary school.

COIN specialist centres are best suited for children who would benefit from attending mainstream classes and having regular interaction with other pupils there, but who require additional specialist support at times in a different classroom setting to achieve their educational goals.

Please note. The decision whether your child should attend a COIN specialist school or specialist centre, will depend on whether they will benefit from mainstream teaching alongside their mainstream peers.

What do specialist COIN centres offer?

• Personalised learning in small classes in a low distraction environment.
• Opportunities to work alongside their peers in mainstream classes, arranged flexibly according to individual need.
• Support from speech and language therapists to improve communication and interaction skills.
• Nationally recognised strategies as part of the curriculum, to support children's communication and interaction needs.
• Support to achieve independence.
• Experienced staff trained in meeting the needs of children with speech, language and communication needs and specific learning difficulties.
• Some of the specialist centres have special soft play and sensory rooms for children with highly complex needs. These provide a separate environment to help children develop their sensory awareness or regulate their emotions so that they are in the right frame of mind for learning activities

What is special about the teaching and curriculum?

• A sense of belonging within the whole school community, with a strong ethos of respect and inclusion.
• A structured, safe environment with planned and supervised access for vulnerable pupils at unstructured times.
• A visual timetable and other visual supports where necessary.
• An emphasis on language enrichment and development of social skills.
• Pupils aim towards increasing mainstream participation and independent learning.
• A strong partnership of parents and carers with teachers and other professionals in planning the child's learning programme and reviewing their progress.

Specialist centres for sensory impairment (SI)

Specialist centres for sensory impairment (SI) in mainstream schools, support children who have:

• Have a disability which is a barrier to their learning at school.
• Require specialist support or equipment because of vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) so they can have equal access to learning.
• Have a physical disability (PD) that requires additional ongoing support and equipment to give them access to all the opportunities available to their peers.

Specialist centres for sensory impairment (SI) operate as distinct units, but allow CYP to participate in key areas of the life and organisation of the mainstream school.

They are designed to meet the needs of CYP who benefit from learning the mainstream curriculum, but because of their sensory impairment would not achieve adequate progress without additional support in a mainstream school. By attending a specialist (SI) centre they can get that enhanced support to enable them to make the same progress as their peers.

What do specialist SI centres offer?

• An inclusive approach so that children with a sensory impairment are an integral part of the mainstream school.
• Highly structured teaching and learning in small classes, with an emphasis on language enrichment and developing social skills.
• A mixed curriculum of specialist centre and mainstream class-based teaching (including specific skills, such as Braille and social interaction).
• Use of specialist equipment.
• Support available from a range of health professionals, including physiotherapists and occupational therapists.
• Experienced and highly trained staff, holding mandatory qualifications or receiving training to do so, to support and respond to the needs of students with sensory impairments.
  * Preparation for secondary school through a focus on developing independence.

Teaching and curriculum

• Teaching staff in the specialist centre appropriately qualified or receiving training to respond to the needs of pupils with sensory impairment.
• Specialist equipment used consistently across the curriculum.
• Specialist assessments and analysis of children's progress.
• An emphasis on language enrichment.
• Development of social skills.
• Children spend a significant amount of time in mainstream lessons working as independently as possible.
• Physiotherapists and occupational therapists work in close partnership with teachers on strategies to support children as part of the curriculum.
• Children are supported to have good self- esteem, confidence and a positive self-identity.
• A strong partnership of parents and carers with teachers and other professionals in planning the child's learning programme and reviewing their progress.

National standards for SI specialist centres

ÖйúPÕ¾'s SI specialist centres operate and are monitored according to national standards for children with sight, hearing or multi-sensory impairments. The standards can be found via the links below:

Schools for social, emotional and mental health needs (SEMH)

Schools for social, emotional and mental health needs (SEMH) in ÖйúPÕ¾ are for boys who are unable to manage in a mainstream school, who unless there is appropriate intervention, their learning can be disrupted and they may have difficulty forming classroom relationships and following rules.

Schools for social, emotional and mental health needs (SEMH) are designed to support children who have:

• A wide range of social and emotional difficulties.
• Challenging, disruptive or disturbing behaviour.
• Mental health issues (such as depression, self-harming, substance misuse).
• Attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
• Additional needs, such as speech, language and communication needs.

Please note. Girls with SEMH needs who require specialist provision would probably have to be placed outside the county.

What do SEMH schools offer?

• Small class sizes.
• One-to-one teaching and small group work in a calm and quiet environment.
• A personalised curriculum to meet different needs and learning styles.
• An enhanced social and emotional curriculum.
• A safe and nurturing environment.
• Support for emotional health and wellbeing.
• Speech, language and other therapies according to need.
• Clear boundaries and expertise in behaviour management.
• Trained staff experienced in supporting emotionally vulnerable and challenging children.

Teaching and curriculum

• Developing pupils' ability to work in whole class, small groups and one-to-one situations.
• Well-managed transitions between learning activities to reduce unstructured time.
• Developing sustained engagement and attention skills.
• Developing pupils' problem-solving skills and self-expression.
• An emphasis on language enrichment.
• Teaching negotiating skills and how to resolve differences.
• Teaching life and leisure skills.
• Developing independence and life skills.
• Involvement of parents and carers in their children's learning plans and reviews of their progress.

Schools for severe learning and development difficulties (SLDD)

Schools for severe learning and development difficulties (SLDD) previously described by ÖйúPÕ¾ as either profound and multiple learning difficulties (PMLD) or severe learning difficulties (SLD) designed to support children who have:

• Severe needs, both physical and cognitive.
• Severe learning difficulties, from those who cannot speak (non-verbal) to those with good communication skills.
• Severe to profound and multiple learning difficulties.
• Physical mobility and SLCN specifically listed.
• A physical disability - some will need constant support for their physical needs while others are physically independent.
• A sensory impairment.
• Medical needs.
• Autism.
• Severe speech, language and communication needs.

Their overall combination of needs mean that they require more specialist support than that which can be met in a mainstream school or specialist centre.

What do SLDD schools offer?

• Personalised teaching and learning in small classes.
• A motivating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• High quality speech, language, communication and occupational therapies built into the school day.
• Medical needs, managed by trained staff and overseen by health professionals.
• Pupils supported to develop independence skills to prepare for the next stage of their education.
• Self-advocacy by involving students in decisions about their learning and wellbeing needs.
• Highly trained and experienced staff to support the needs of all students, including those with autism.

Teaching and curriculum

• Carefully managed timetable with visual prompts and work programmes broken down into manageable tasks.
• Autism-specific strategies.
• Multi-sensory teaching with emphasis on practical learning.
• Teaching of play and leisure skills.
• A comprehensive social and emotional curriculum.
• Specialist equipment and support for communication, physical and sensory needs.
• Involvement of parents and carers in their children's learning plans and reviews of their progress.

Schools for moderate learning difficulties (MLD) and severe learning difficulties (SLD)

Schools for moderate learning difficulties (MLD) and severe learning difficulties (SLD) previously referred to by ÖйúPÕ¾ as learning and additional needs (LAN) are designed to support children who have:

• Moderate learning difficulties and working significantly behind peers.
• A slower pace of learning than their peers.
• Possible additional needs such as physical disability or sensory impairment, autism,  speech, language and communication needs or medical needs.

Please note. The decision around LAN specialist school or specialist centre will depend on whether the child will benefit from mainstream teaching alongside their mainstream peers.

What do LAN schools offer?

• Personalised teaching and learning in small classes (around 10 pupils) and one-to-one situations.
• A focus on functional skills in reading, writing, mathematics and communication skills.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• Access to visual systems (such as picture symbols and stories) to support verbal and social understanding.
• Access to specialist equipment for physical and sensory needs.
• High quality speech, language and occupational therapies built into the school day.
• Support available from a range of health professionals.
• Pupils supported to develop independence skills to prepare for the next stage of their education.
• Highly trained staff to support students to overcome barriers to learning.

Teaching and curriculum

• Carefully managed timetable with visual prompts and work programmes broken down into manageable tasks.
• Opportunities for practical learning and multi-sensory approaches.
• Teaching of positive behaviour for learning.
• Teaching of play and leisure skills.
• A comprehensive social and emotional curriculum.
• Use of specialist equipment for physical and sensory needs.
• Involvement of parents and carers in their children's learning plans and reviews of their progress.

Schools for Autism Spectrum Disorders

Schools for Autism Spectrum Disorders (ASD) previously referred to by ÖйúPÕ¾ as High COIN, high communication and interaction needs. are designed to support children who are working broadly at the expected age level in some areas of learning, but who have:

• Autism or anxieties, arising from their sensory needs or social and communication difficulties,
• Speech, language and communication needs relating to social communication,

and will need:

• A specialised environment because they are not ready for mainstream teaching, or the support of a specialist centre.
• Sensory rooms and other specialist facilities.
• A calm, secure and well-regulated environment where teachers can intervene as necessary to keep learning on track and guide them through different activities.

What do ASD schools offer?

• Personalised teaching and learning in small classes in an inclusive environment.
• An emphasis on language enrichment and achieving independence.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• The use of visual supports and autism-specific strategies throughout the school day.
• An emphasis on social communication and interaction using evidence-based skills programmes under the direction of speech and language therapists.
• Support available from a range of health professionals.
• Carefully managed transitions between activities to reduce unstructured times and prepare for change.
• Structured social and leisure sessions are used to support further social development needs.
• Experienced and highly trained staff, including subject specialist teachers, to support needs of all students.

Schools for complex social communication needs (CSCN)

Schools for complex social communication needs (CSCN) are designed to support children with:

• Autism and learning difficulties who require a very high level and frequency of autism-specific support.
• A need for slower paced lessons, pre-learning of vocabulary and overlearning of subject material.
• A need for more intense and frequent support than children with LAN.

They are likely to have a wide range of challenging behaviours associated with their condition. The complexity of their needs cannot be fully met in a mainstream school or specialist centre.

What do CSCN schools offer?

• Autism-specific strategies used throughout the school day.
• Personalised teaching and learning in small classes, including one-to-one, in a structured and low distraction environment.
• A stimulating curriculum, using audio, visual, kinaesthetic and multi-sensory activities to reinforce learning.
• Visual systems consistently used to support understanding and aid transition between activities.
• Lessons are highly structured but with flexibility to meet individual learning needs.
• High quality speech, language and occupational therapies built into the school day with individualised programmes as required.
• Support available from a range of health professionals.
• Pupils supported to develop independence skills and positive behaviour for learning.
• Structured play is used to support further social and developmental needs.
• Experienced and highly trained staff to support needs of all students.

Teaching and curriculum

• A personalised, broad and flexible curriculum delivered through class-based teaching with an emphasis on communication, literacy, numeracy and personal and social skills.
• Carefully managed timetable with visual prompts and work programmes broken down into manageable tasks.
• Opportunities for practical learning and multi- sensory approaches.
• Teaching of positive behaviour for learning.
• Teaching of play and leisure skills.
• A comprehensive social and emotional curriculum.
• Use of specialist equipment for physical and sensory needs.
• Use of visual systems, such as picture symbols and picture stories, to support visual and social understanding.
• Involvement of parents and carers in their children's learning plans and reviews of their progress.