Who do we support?
Clay Hill School supports children and young people between the ages of 5 and 19 who have difficulties with Autism Spectrum Condition and associated complexities including learning disabilities.
When a new pupil is referred to Clay Hill, we will carry out an assessment to ensure that we are able to meet their individual needs. Our admissions criteria takes into consideration a range of aspects when looking at a new placement, including prior history, current pupil need and disaffection with education and specific pupil needs to ensure that we can achieve the best possible outcomes for each child.
Children and young people attending Clay Hill School are likely to have:
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A diagnosis of Autism Spectrum Condition or evidence of behaviours which are in accordance with such a diagnosis.
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A possible learning difficulty within the mild to moderate range.
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Adequate physical ability to participate in a physically demanding programme of learning
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No reported adverse medical conditions or factors. Children whose special needs are characterised by behaviours that severely challenge and those who are assessed or proven to pose a significantly high risk to other children, will not usually be considered for placement
The admissions process:
Stage 1
The first step after receiving an enquiry is to decide whether Clay Hill School is suitable for the young person by studying reports, previous assessment data and other available information. We then request a fuller assessment, liaising with other professionals and the young person.
Stage 2
Parents/carers and the young person themselves will be invited in to meet with our senior managers, teachers (and the care team where applicable) to identify any personal and explicit needs and ascertain if these can be met.
Stage 3
If it has been determined by the senior leadership team at Stage 2 that Clay Hill may be an appropriate provision for the young person, they will then move onto complete the final part of the assessment process, which will include a day trial at Clay Hill school for the young person.
Stage 4
The school makes a detailed placement offer to the referrer, which includes how we envisage meeting the young person’s needs and the anticipated outcomes.
Stage 5
The involved professionals and the pupil accept a place at Clay Hill School. We arrange a review meeting to discuss the young person’s transition into the school to maximise the placement’s chance of success.
After Placement
Following successful placement, the lead of the school, in conjunction with the SENCO and class teacher, will create a transition plan into full time education.
We aim to have placements starting with us within two weeks of confirmation that the placement funding has been approved and full time attendance is expected within two weeks of initial start date.
Where required, class teachers will create for new starters a personalised social story to support young people in accessing Clay Hill for those first two weeks.
The Therapy Lead will work with the SENCO and parents to consider any therapeutic needs from the start.
The Therapy Lead will ensure that both the Occupational Therapist and SALT team are booked in to complete initial assessments so we have a complete Sensory Profile for each young person.
The allocated class teacher will read all information pertaining to the young person, and following two weeks of initial observation, will create both an Individualised Risk Assessment, Pen Portrait and ISP (Individual Support Plan) for each young person. Where required, an IBP (Individual Behaviour Plan) may be set up also.
Multi-agency working
Multi-agency working is central to the approach taken by Clay Hill School, from admission right the way through to a pupil’s transition into further education, training or employment. The school works with a wide range of agencies to ensure that we are always acting in the best interests of the young person.
How to make a referral
To find out more about making a referral to Clay Hill School, please contact:
Referrals