High Grange School considers referrals on a first-come, first-served basis from all cultural, ethnic and religious backgrounds and does not discriminate on any of these grounds.
The purpose of the school’s assessment process is to determine and clarify the needs of the individual student with a view to evaluating whether these can be met by High Grange’s educational approach and environment. An assessment for admission considers each prospective student’s:
- Education and performance levels
- Communication and sensory needs
- Behavioural and emotional responses
- Self-help and independence skills
- Emotional wellbeing and mental health needs
- Adaptability and response to the school’s approach, interventions and environments
- Impact on the existing peer groups
This initial assessment process forms the baseline against which progress will be measured at regular intervals. The assessment information informs the student’s initial Individualised Learning Plan which includes a detailed programme designed to enable each student to work towards specific, meaningful and attainable goals.
To begin the assessment for admission process we will request up-to-date referral papers, including the student’s Statement of Special Educational Needs (or Education, Health and Care plan), a history of the student’s education and any assessment reports that have been completed to determine his or her needs. This information will be considered with reference to High Grange School’s admissions criteria.
Arrange a visit to High Grange School by Contacting Katherine Rostron referrals manager on 01332412777 or email [email protected]
The criteria for admission to High Grange School are based on a combination of factors which include individual student needs, the level of family commitment and the suitability of the school’s approach and environment. These criteria are set out below and are subject to regular review.
- Each student will have a confirmed diagnosis of an Autism Spectrum Disorder (ASD) or evidence of behaviours which are strongly associated with an autism spectrum condition. This might include a diagnosis of Pathological Demand Avoidance (PDA).
- Students may have challenging behaviours resulting from their sensory needs; their inflexible thinking patterns; or from the communication, emotional or social difficulties that arise from the ASD – not from other primary emotional, behavioural or mental health disorders.
- Students may have a variety of atypical learning styles and difficulties which range in severity.
- Students may present with co-morbid medical conditions or factors; or secondary mental health issues but the school reserves the right to decide whether these can be managed effectively and safely within its existing resources.
- High Grange School values partnerships with families and expects a reasonable level of family commitment to supporting and maintaining its programmes and approach.
Students are assessed against the school’s admissions criteria in the following staged manner.
Step 1- Evaluation of the referral information
Determination of whether the student’s special educational needs, as described in the referral reports, match the school’s admissions criteria.
Step 2 – Meeting the student and his family
The school’s multi-disciplinary team will then:
- Arrange to meet the child or young person, parents/carers and teachers/care workers. (This may be at High Grange School, at the student’s home or in another setting, as appropriate.)
- Request any additional paperwork and collect further information associated with the student’s needs, health (including mental health), education and care; and
- Consider the child’s suitability for placement in the light of this additional information.
If the outcome of the process at this stage strongly suggests that High Grange School is a suitable placement, then:
Step 3 – The assessment placement and transition arrangements
An offer of a day or residential assessment placement is made, during which period the student’s initial response to his or her experience of the High Grange approach and environment is evaluated. This takes place over a three month period.
In many cases, prospective students have experienced major difficulties in other schools. Many have spent long periods of time out of school either through exclusion, refusing to attend or because they have been admitted to specialist CAMHS centres. This means that personalised and sensitively planned transition arrangements have to be put in place to enable each new starter to successfully join the school.
If student responses and outcomes of the transition arrangements and assessment placement are positive, then:
Step 4 – The confirmation review
A multi-agency confirmation review meeting is held to evaluate the three month assessment period; to discuss findings from additional evaluations and to clarify the terms under which the student is being offered a full placement at the school.
Final decisions about the school’s suitability for the student are made by drawing on the conclusions from referral reports; from additional information collected by the school; and from impressions formed from the student’s assessment carried out by our multi-disciplinary team.